Childminder EY300878

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

Children are happy and settle quickly in the care of the experienced childminder. They benefit from the effort she puts in at the very start to get to know each child and their family, such as by arranging home visits. Children build strong, trusting relationships and feel safe and secure in her care. Babies show they are curious and confident. They make independent choices about where to play and what to play with. Babies explore a range of carefully selected baby toys, gently guided by the childminder. For instance, they manipulate push-button toys and post shapes into a shape sorter. Children receive positive encouragement and consistent praise for their early achievements. This motivates them to return to activities and consolidate their learning.

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The provision is good

The childminder places a strong focus on babies' physical development. For example, babies collect balls rolled into a play tunnel to encourage active movement, coordination and core strength. They enjoy a familiar game with the childminder at the end of the tunnel, such as peekaboo. This warm and playful interaction helps foster children's early social and communication skills.

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The provision is good

Babies play alongside each other cooperatively as there are plenty of resources accessible to them. This supports their good behaviour and emotional well-being. Babies receive clear explanations from the childminder when they feel upset, such as when crawling over one another coming out of the play tunnel. They begin to learn consideration for others.

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need to do better?

n The childminder collects information from parents about their child's starting points to help design a curriculum from the outset. She keeps them up to date about their child's progress and works with them to achieve the learning intentions. The childminder liaises with professionals at other educational provisions children attend. She finds out about what children need to learn next to support their continuity of care and learning at home. n The childminder has high expectations for supporting children's communication and language development. She draws babies' attention to pictures in books and teaches them how books work. For instance, the childminder points to and names the puppy's nose. This helps babies gradually build their vocabulary to develop the foundations for language. The childminder consistently comments on what they are interested in or doing. For instance, she gets down to babies'

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need to do better?

level and says 'ball' when they roll it. The childminder reinforces new words in a range of contexts to help them learn. When babies make sounds, such as 'da, da', the childminder skilfully repeats back and extends any vocalisations. She encourages back-and-forth interactions to support the development of early

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need to do better?

11 September 2025 conversation skills. Children begin to develop good literacy skills for the next stage in their learning. n The childminder provides babies with nutritious healthy meals and snacks. She encourages them to feed themselves to become independent. The childminder ensures that their personal needs, and respect for privacy, are consistently met, such as during nappy changes. However, she does not always use daily routines to offer repeated early mathematical experiences. For example, she does not recite the number sequence when fastening clothing. Additionally, the childminder does not model counting when babies play with various objects, such as stacking cups and rings. This means babies have a slower start to build a secure base of knowledge and vocabulary for their early mathematical development. n The childminder takes children out into the local community on daily outings for fresh air and exercise. They visit places such as the park, to feed the ducks, the

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need to do better?

farm and wetlands. Children develop an appreciation and respect for living things. Older children collect natural materials on trips and bring them back to the childminder's home. For example, they make pretend soup and interesting potions with leaves, grass, feathers and fir cones. Children test out their own ideas and are creative and imaginative. However, the childminder does not consistently plan activities to develop babies' investigative skills through the senses. This limits babies' knowledge of natural materials and different properties, which would help them gain a sense of the world around them. n The childminder demonstrates a commitment to keeping her childcare knowledge and skills up to date. She attends regular training and is informed about the changes to the 'Statutory framework for the early years foundation stage'. For example, the childminder maintains her attendance records. She knows the procedure to follow for absent or missing children.

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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 use everyday routines and activities to develop children's awareness of number n strengthen plans to engage babies in the exploration of open-ended materials to support stimulation of all the senses and learn about the world around them.

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Setting details

Unique reference number EY300878 Local authority Richmond Upon Thames Inspection number 10399717 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 5 Date of previous inspection 12 December 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Twickenham, in the London Borough of Richmond. She operates term time only from 7.30am to 5.30pm, Monday to Friday. The setting provides government-funded places for children from the age of nine months to four years. The childminder has a level 3 Childcare and Education Diploma, which is a nursery nurse qualification.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on physical development. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of a physical activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

11 September 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

11 September 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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