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 experienced childminder has high expectations for children's learning. She implements a broad curriculum that supports children to develop a wide range of skills. The childminder fosters children's positive attitudes to learning by enabling them to make choices about what they explore. She thoughtfully arranges the environment so that children can freely access the toys and resources and create their own challenges. As a result, children demonstrate high levels of concentration. For example, they focus intently as they cut out shapes from play dough using different tools. Children are highly engaged in their learning, showing curiosity and enjoyment as they play.

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The provision is good

The childminder prioritises children learning about the natural world. Children enjoy lots of time outdoors. They laugh with delight as they look at ladybirds. Children help to grow vegetables in the childminder's allotment and are proud of their efforts. The childminder provides children with a range of opportunities to move, be active and develop coordination. Children enjoy pushing themselves on the swing. The childminder encourages them to persevere as they climb the ladder on the play equipment. She gently reminds children about the importance of taking turns, for example, on the swing. This helps children to understand the expectations for their behaviour and consider the feelings of others.

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need to do better?

n The childminder prepares children for the next stage of their learning by broadening their experiences beyond the home. She uses visits to playgroups to offer children chances to interact in larger groups and become familiar with new social settings. However, the childminder has not fully developed effective partnerships with all other settings that children attend. This limits the sharing of information to ensure continuity and consistency in children's learning across different environments. n The childminder promotes healthy habits by encouraging consistent hygiene routines. She ensures that children clean their hands before eating and wash them after outdoor play, reinforcing the importance of good hygiene. The childminder provides well-balanced meals that are nutritious. As a result, children's health is supported well. n The childminder encourages imaginative play by providing a wide range of

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need to do better?

materials and opportunities that spark children's creativity. For example, children engage in role play by setting out food and pretending to have a tea party together. They enjoy making cakes with play dough. As a result, children develop their imaginations and learn how to play cooperatively with their peers. n The childminder encourages children's independence by supporting them to take responsibility for everyday tasks. For example, children use cutlery during meals

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need to do better?

30 May 2025 and learn to put on their own coats. They also manage their belongings by placing artwork in their bags and helping to clear the table after meals. As a result, children develop important self-care skills and gain a sense of responsibility. n The childminder uses regular observations to monitor children's progress and ensure that they meet their developmental milestones. She completes assessments to identify any additional support needs. For example, when she notices children facing challenges, she signposts parents to other professionals. This careful and collaborative approach ensures that children with extra needs receive timely support that aids their development. n The childminder helps children's language development by offering them choices and creating opportunities for them to say words. She introduces new words based on their interests, such as animal names. The childminder also encourages children to make animal sounds and wait for their turn to speak.

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need to do better?

This helps children to gain confidence, learn new words and communicate better. n The childminder supports positive behaviour by clearly explaining situations, helping children to understand changes and social interactions. She responds promptly to conflicts and provides enough resources to avoid tension. With a strong understanding of child development, the childminder gives children time to calm before discussing their behaviour. This helps children to feel secure, regulate their emotions and behave cooperatively. n The childminder aids children's transition into her setting by gathering detailed information from their parents and carers about their routines, interests and needs. She takes time to build trusting relationships with families, helping children and parents feel welcome. Parents appreciate the childminder's regular communication about their children's progress. However, she does not consistently share strategies to support children's learning at home.

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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.

p.3

should:

n develop links with all settings that children attend and share information about their needs and interests n strengthen how strategies are shared with parents about how they can support their children's learning at home further.

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Setting details

Unique reference number 132103 Local authority Kingston upon Thames Inspection number 10388588 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 6 Date of previous inspection 18 July 2019

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Information about this early years setting

The childminder registered in 1998. She lives in Kingston upon Thames, in the London Borough of Richmond. The childminder offers care all year round, from 7.30am to 6pm, Monday to Friday. She holds an appropriate childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector around the setting and explained her early years curriculum. n The inspector observed the activities and the interactions between children and the childminder. n Parents shared their views of the setting with the inspector. n The inspector sampled a range of documentation, including the childminder's paediatric first-aid certificate. n The inspector held discussions with the childminder about her professional development.

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Inspection activities

30 May 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

30 May 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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