Childminder in Richmond upon Thames

Inspection date: 27 February 2025 - 9 April 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder and her assistants provide a warm and welcoming environment Children demonstrate they are happy and settled and enjoy their time with the childminder. They confidently explore the environment and make choices in their play. For example, children delight in pretending to make food in the role play kitchen or take time to relax while looking at books.

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The provision is good

The childminder and her assistants have implemented an effective key person system. They take time to get to know the children when they start and use information about their likes and dislikes to help children settle. The childminder and her assistants know the children well and plan a range of activities based around their interests and what they want them to learn next. For instance, children enjoy going on a bug hunt. They explore different types of bugs inside and read stories about them. Later they search for them in the garden and even manage to find some real ones. The childminder effectively supports children to learn about healthy lifestyles. They enjoy healthy and nutritious homemade meals and spend a lot of time in the well-resourced garden. The childminder also takes children on regular outings to local parks, playgroups and libraries to support their understanding of their local community. The childminder has high expectations of

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The provision is good

children's behaviour and as a result, child behave well.

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need to do better?

n The childminder and her assistants talk to the children in both English and Spanish. As a result, children are learning both languages. They confidently sing songs, count and describe what they see, developing strong bilingual language skills for the future. n The childminder has a good understanding of her curriculum and what she wants them to learn. She closely monitors children's development and quickly identifies any gaps in children's learning. She then works closely with parents and other professionals to close these gaps to ensure all children make good progress from their starting points. n The childminder and her assistants, encourage children to be independent. For instance, children attempt to dress themselves before going outside and enjoy helping to tidy up after lunch. Babies also learn to feed themselves. n The childminder and her assistants support children's communications well. They

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need to do better?

speak clearly and slowly and talk to children about what they are doing, introducing new words to extend children's vocabulary. For instance, children enjoy measuring objects on scales. Staff introduce words such as heavy, light and balanced to support children's understanding and develop their language skills. n The childminder and her assistants effectively support children to learn good

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need to do better?

27 February 2025 hygiene procedures. Children confidently wash hands before meal times and enjoy brushing their teeth after lunch time and show each other how to do it properly. n The childminder has good relationships with parents and keep them involved and up to date about their children's learning. For example, the childminder shares information through an online app and has regular discussions about children's progress and what they need to do next. She also shares information with parents to support them at home, such as how to support behaviour and sharing. n The childminder supports her assistants and values their well-being. They work closely together and she has regular one to one meetings, providing them with feedback to develop their practice further. n The childminder and her assistants attend regular training and keep up to date with current legislation which has a positive impact on their practice. For

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need to do better?

instance, they have recently attended behaviour management training which has supported them with their current cohort of children. n The childminder and her assistants regularly reflect on their practice looking at areas they can develop to improve the outcomes for children. They collect feedback from parents and use this to support their evaluation. n Occasionally, during creative activities, staff do not allow children to explore their own ideas and express themselves. n Overall, children behave well and have good attitudes towards learning. However, at times, the transitions between activities are not organised effectively. Children are sometimes waiting too long and become distracted and unsettled.

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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 review times of the day between activities to ensure all children remain engaged and do not become unsettled n provide further support for staff to encourage children to express their own ideas creatively and do things for themselves.

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Setting details

Unique reference number 2787061 Local authority Richmond Upon Thames Inspection number 10389694 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024 and lives in East Sheen in the London Borough of Richmond. She holds appropriate childcare qualification at level 5. The childminder operates Monday to Friday, 8am-6pm, 51 weeks a year. The childminder works with assistants.

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Inspection activities

n The inspection started on 27 February 2025 . It was paused in line with 'Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy'. Inspectors returned on 9 April 2025 to complete the inspection. n The inspector talked to staff and parents at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The childminder completed a joint observation of an activity with the inspector. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum.

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Inspection activities

27 February 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

27 February 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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