Childminder in Kingston upon Thames

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder is nurturing and creates a warm environment. Children show they are at ease and feel secure. They confidently speak to visitors and share toys, eagerly demonstrating how to play with them. Children climb onto the childminder's lap for cuddles where she offers comfort and affection to each child. As a result, children develop a very strong bond with the childminder.

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The provision is good

The childminder has an effective settling-in process. She offers visits over several months to get a thorough understanding of children's needs. The childminder uses accurate assessments to plan a well-sequenced curriculum that builds on what children know and can do. She prioritises fostering independence by encouraging children to take on tasks and make decisions on their own. By celebrating their efforts and providing a supportive environment, she helps them develop confidence and self-reliance. This strong foundation helps children feel capable and comfortable when joining larger groups at school.

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The provision is good

The childminder sets high expectations for the children, encouraging them to take responsibility for their actions and to work together. She supports their independence by assigning specific tasks, such as asking them to roll up a rug or put things away. Through gentle reminders, she motivates the children to meet these expectations and develop a sense of accomplishment.

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need to do better?

n The childminder works closely with other professionals to support children with special educational needs and/or disabilities (SEND). She supports individual needs well. For example, she uses toy vehicles to encourage children to make different speech sounds as they copy the noises. She purchases specific resources as recommended by other professionals to carry out targeted activities. This helps all children develop the skills they need for the future. n The childminder supports vocabulary development well. For example, during tidy-up time, she introduces words like 'underneath' and 'behind', which children then use. When children pretend a toy rabbit is sleeping, she asks if they can think of a related song, and they suggest 'Sleeping Bunnies'. She sings this song, and the children joyfully join in while doing actions, reinforcing their vocabulary through active and engaging play. n The childminder encourages children to be active. Children climb on a wobble

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need to do better?

board, taking turns walking and shuffling down, developing coordination and balance. They develop their dexterity by peeling stickers to decorate Easter eggs. They use tweezers to collect eggs hidden in shredded paper. These activities promote hand-eye coordination. n The childminder helps children develop a sense of right and wrong by explaining

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need to do better?

8 April 2025 the consequences of their actions. She provides clear guidance, encouraging children to consider the potential outcomes of their choices, fostering an understanding of cause and effect. She encourages appropriate risk-taking by providing safe opportunities for children to test their limits. This helps them assess risks and build confidence in their decision-making. n The childminder promotes equality and diversity through inclusive practices and meaningful celebrations that reflect children's backgrounds. She explores cultural events like Lunar New Year and Holi, using activities like cooking and art to highlight traditions. The childminder encourages families to share personal experiences and customs. This fosters respect and understanding for others. n The childminder supports mathematical learning through hands-on activities and collaborative play. For example, when building a train track, she asks for curvy

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need to do better?

and straight pieces and explains the differences between them. She engages the children in problem-solving during routines. For example, when tidying up, she asks them which is the biggest box and guides them to stack the boxes in order of size. This reinforces their understanding of size and order. n Children learn how to be healthy as they prepare a nutritious lunch for themselves. They enjoy using knives to chop vegetables like olives and mushrooms for their home-made pizzas. However, they are not consistently supported to develop hygienic routines. For example, after stroking the family pet, they are not reminded to wash their hands before handling food. Additionally, children take bites from some ingredients, and half-eaten items are shared with others. This increases the risk of cross-contamination and does not support children's understanding of the importance of proper hygiene practices.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n ensure consistent hygiene practices are maintained to prevent the spread of infections and promote children's development of hygienic habits and routines.

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Setting details

Unique reference number EY431244 Local authority Merton Inspection number 10375746 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 1 May 2019

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Information about this early years setting

The childminder registered in 2011 and lives in New Malden, in the London Borough of Merton. She operates Monday to Friday, from 7am to 6pm, all year round, except on public holidays. She works with an assistant. The childminder provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed how the childminder interacted with children and spoke with the children present. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took the written views of parents into account. n Children communicated with the inspector during the inspection.

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Inspection activities

8 April 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

8 April 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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