Childminder EY358502

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 experienced, passionate and puts children at the centre of all she does. She provides a welcoming and nurturing environment that is attentive to children's needs. The childminder gets to know children and their individual characters very well. She then uses this knowledge to plan fun and creative activities that capture children's interests. The childminder responds to children's emotional needs sensitively. She helps them to feel confident and valued. The childminder has a very holistic view of learning and development. This takes into account children's emotions and welfare, and the impact this has on their learning. For example, she has completed significant learning around attachment theory. The childminder draws on this knowledge to support her plans for children's settling-in sessions, making these bespoke to each child.

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The provision is good

The childminder promotes children's enjoyment of the outdoors. Much of the day is spent in the garden or visiting different locations, such as parks. Children pick and eat foods they plant in the garden. Children make strong connections with nature through these valuable experiences. All ages of children learn to play cooperatively with their friends. Children learn to share, take turns and display good manners from an early age. They behave well. Children confidently share their views and opinions with the childminder, who listens and responds to these. The childminder tailors the curriculum effectively to support children as individuals and prepare them well for their future learning.

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need to do better?

n The childminder sensitively meets children's personal needs. For instance, she draws on her assessment information and knowledge of child development to identify when children are showing signs of being ready to use the toilet. The childminder works closely with parents and carers, sharing ideas and agreeing an approach together. Younger children observe older children asking to use the bathroom, which prompts them to have a go too. The childminder praises them for communicating their needs and teaches them the hygiene routines related to going to the toilet. This supports children's independence and self-care development. n The childminder plans many opportunities to develop children's language skills. She engages children in conversations during their play, asks them effective questions and introduces new words skilfully. This encourages children to form their own opinions and share ideas with each other, as well extending their

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need to do better?

speech and communication development. Children are confident communicators. They are comfortable to share their thoughts and ideas with the childminder. n Parents speak extremely highly of the childminder. The childminder regularly updates them on their children's progress and, in turn, they share information on

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need to do better?

15 September 2025 their child's experiences at home. This enables the childminder to implement individual care plans for children, such as around nutrition, sleep and toileting. It also strengthens her assessments of what children know and can do, in order to plan for the next steps in their learning. n Overall, the childminder supports children well as they prepare for the transition to a new setting. She focuses on embedding the skills and knowledge they will need, as well as ensuring they are emotionally ready. For instance, when children will be leaving to attend school, she talks to them about the exciting things they will do there. However, the current systems for sharing information with other settings that children attend or are moving to are not yet fully embedded. This does not consistently support continuity of children's learning and care practices. n Children learn to be healthy. They excitedly tell the childminder that they want to

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need to do better?

show the inspector their yoga practice, where they practise animal poses. The childminder explains that she uses this activity to engage children's different muscle groups, as well as increasing their focus and self-awareness. The childminder is aware of the benefits of combining movement and breath to support children to manage their emotions. n The childminder evaluates the overall effectiveness of her setting. She has a good understanding of her strengths and weaknesses. For example, she is exploring ways in which she can make resources more accessible and offer children greater choice over what they choose to play with. The childminder enjoys attending training. She is able to describe the positive impact that different training courses have had on her practice.

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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 strengthen the transition and partnership arrangements for children by sharing relevant information with new and other settings that children attend, to provide continuity in children's individual care and learning needs.

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Setting details

Unique reference number EY358502 Local authority Kingston upon Thames Inspection number 10238846 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 21 October 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Royal Borough of Kingston upon Thames. She operates all year round, from 7.45am to 5.30pm, Monday to Thursday, except for family and bank holidays. The childminder provides government funded childcare. She holds a relevant qualification at level 3.

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Inspection activities

n The childminder showed the inspector around her home and explained how she organises her curriculum. n Parents provided written feedback and spoke to the inspector over the phone for the purpose of the inspection. n The childminder evaluated an activity with the inspector. n The inspector viewed a range of documents, including those relating to the childminder's suitability. n The inspector observed children playing and learning.

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Inspection activities

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

15 September 2025 15 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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