Johnston, Susan

Johnston, Susan

Unique reference number (URN): EY351755 Address: 24 Church Lane, CHESSINGTON, Surrey, KT9 2DJ Type: Childminder Registered with Ofsted: 13/06/2007 Registers: EYR, CCR, VCR Registered person: Johnston, Susan

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a safe, happy and welcoming environment where children feel secure and valued. She consistently models kindness, care and respect, and she applies clear, age-appropriate expectations for behaviour. As a result, children understand what is expected of them and demonstrate positive attitudes towards one another. The childminder's calm and consistent approach helps children feel safe and supported as they learn to manage their behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children form secure attachments with the childminder, who is attentive and responsive to their needs. The childminder actively helps children develop strong personal, social and emotional skills, encouraging resilience and a positive 'can-do' attitude. The regular use of praise and encouragement helps children to develop confidence and independence. Children are willing to try new activities and persevere with tasks, showing pride in their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Children feel understood, included and valued. They enthusiastically discuss the activities they enjoy and demonstrate a strong sense of belonging. Children are familiar with the daily routines and willingly help tidy up before moving on to new activities. They become deeply engaged in their play and develop positive relationships with one another. For example, one child carefully and kindly demonstrates to another how to thread beads, patiently offering support.

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Behaviour, attitudes and establishing routines Strong standard

Effective partnerships with parents and carers help ensure consistency between home and the setting, supporting children's individual needs. Attendance is high, reflecting children's enjoyment of their time with the childminder and their positive attitudes towards learning.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's needs, welfare and wellbeing. She teaches children about healthy lifestyles through well-embedded routines, such as handwashing, making healthy food choices, and exercising regularly. The childminder prepares healthy meals following current nutritional guidance, which children thoroughly enjoy, and she encourages children to try new foods, such as peppers and home-grown fruit. Children are encouraged to think about and take care of their oral health. For example, older children brush their teeth before going to school, and younger children are encouraged to visit the dentist.

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Children's welfare and wellbeing Strong standard

The childminder knows children and their families very well through strong partnership working and supportive relationships. She adapts her practice when needed to ensure that children feel secure, settled and ready to learn. For example, settling-in periods are extended and adapted for as long as a child needs. The childminder's warm, nurturing and attentive interactions help children confidently express and communicate their thoughts, needs and interests. The childminder sensitively helps children learn how to manage their behaviour and emotions in appropriate ways. For example, children use an 'emotion display' to help them recognise and learn about various emotions.

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Expected standard

The childminder ensures that the learning environment is safe and well maintained, and she teaches children about their own safety. Children enjoy exploring the childminder's garden, going on regular outings, flying kites and having picnics.

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Leadership and governance Strong standard

The childminder is highly reflective in her practice. She regularly assesses children's engagement across the curriculum to ensure that all children make continued progress. The childminder prioritises her ongoing professional development and what she offers to ensure that children receive high-quality learning experiences and remain safe. The childminder welcomes support from her local authority advisory team and keeps her knowledge current through general updates and ongoing training. She has actively sought and used information about the needs of children in her local area, such as oral health and obesity levels, to help plan her curriculum and care routines.

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Leadership and governance Strong standard

Parents receive regular, high-quality information, such as guidance on healthy eating and oral health and support with toilet training, and they are kept fully informed about their children's progress and achievements. Parents are highly appreciative of the skilled and professional childminder, who fully supports their child's individual needs. Parents value the progress their children make and how happy they are.

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Leadership and governance Strong standard

The childminder sustains strong links with local schools and actively contributes to smooth transitions when children move on. The childminder fully understands the need to work with external agencies to support children with special educational needs and/or disabilities and those who may face other barriers to their learning.

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Achievement Expected standard

Children make steady progress from their starting points and are suitably prepared for their next stage in learning. However, their progress could be strengthened further by developing their problem-solving and critical-thinking skills.

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Achievement Expected standard

Children confidently initiate conversations during their play, using an increasing vocabulary to describe their thoughts and what they are doing. For example, children use a wide range of descriptive language when talking about foods they have enjoyed, such as 'long, thin and pointy' asparagus, 'crunchy' carrots, 'juicy' apples and 'delicious' strawberries.

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Achievement Expected standard

Children are encouraged to 'have a go' and try to learn new skills by the childminder and their friends. They are curious to explore their learning environment. They make choices about activities, concentrate for long periods and cooperate with others. Children are helped to regulate their emotions, enabling them to act in positive ways, take turns, grow resilience and develop self-control.

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Curriculum and teaching Expected standard

The childminder implements a well-balanced and engaging curriculum that reflects children's interests and supports their development across all areas of learning. This curriculum is typically taught well through the childminder's effective interactions, supporting children in developing their own ideas and building on their existing knowledge. This provides a secure foundation for future learning and the skills children need for starting school. The childminder uses her daily interactions with children to promote their independence and confidence, and she provides opportunities for children to consolidate their learning. For example, children learn about shape in different contexts and dimensions. The childminder engages with children's back-and-forth conversations, adding words and comments to what children are doing and, therefore, developing children's communication and language skills.

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Curriculum and teaching Expected standard

Children are taught age-appropriate early mathematical concepts through fun and engaging activities, such as counting how many beads they have threaded to make a necklace. Children confidently practise mark making and creative skills, developing their small-muscle skills. Children's personal, social and emotional development is nurtured through positive, respectful interactions, which promotes kindness and care between them. However, the childminder does not ask questions to enhance children's problem-solving skills and curiosity.

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Inclusion Expected standard

The childminder has an open and committed approach to supporting all children, including the needs of disadvantaged children, those with special educational needs and/or disabilities and those who may face barriers to their learning and wellbeing. The childminder ensures that children feel valued and included, and she sets high expectations for all children.

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Inclusion Expected standard

Previous experience demonstrates how the childminder has collaborated with parents and professionals to support children's individual needs. The childminder implements appropriate plans and next steps to ensure that children make progress.

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Inclusion Expected standard

Effective observations and assessments of children's individual needs enable the childminder to swiftly identify any additional needs a child may have. For example, the childminder adjusts her practices to support children's wellbeing during their settling-in periods.

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Inclusion Expected standard

The childminder works in partnership with parents and other professionals, such as sharing progress checks for children aged between 2 and 3 years with health visitors, and she adopts open communication to address any concerns early. The childminder expresses her commitment to seeking further advice and training as required. She is aware of additional funding that can be used to support children's learning and development. The childminder does not always challenge stereotypical views, such as by responding to children's thoughts about why 'boys cannot play with dolls'. This may affect the choices children make, their play and life experiences.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are excited and eager to start their days in this nurturing environment, where they feel safe, secure and valued. Children are supported and given the time they need to settle through positive, warm, trusting relationships with the childminder. This emotional security enables children to thrive as independent, enthusiastic and curious learners. Children enjoy being with their friends and express how much they enjoy the activities. Children are encouraged to follow their interests and direct their play. For example, children extend their art activity to creating their own 'dinner plates', drawing various fruits and vegetables they

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About this setting

Children broaden their experiences through a range of activities and outings in the local community, such as visiting the library and exploring local parks. The childminder regularly provides opportunities for children to develop their physical skills and have fun at the soft- play area and during muddy walks. Children enjoy a flexible day that balances routines with play-based learning. Children listen carefully as they join in with musical games and show high levels of concentration as they explore resources. For example, children are highly engaged and focused as they experiment with 3-dimensional wooden shapes, constructing towers, and feeling the weight of empty and full containers.

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About this setting

Children receive encouragement and praise from the childminder during activities and daily routines, which promotes children's positive attitudes towards their learning. Children are encouraged to develop their independence and self-help skills, such as using the toilet, washing hands and putting on their own coat and shoes. Children are taught to be kind, respectful and helpful towards each other. For example, children talk about how each other are feeling and show their friends how to thread the beads. Children make steady progress from their starting points, developing the skills and knowledge needed for future learning.

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Next steps

The childminder should adapt her teaching methods to further develop children's problem- solving and critical-thinking skills. The childminder should consistently challenge stereotypical views to help reduce barriers to children's learning.

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About this inspection

The inspector spoke with the childminder and parents during the inspection.

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About this inspection

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. Unique reference number (URN): EY351755

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Address:

24 Church Lane CHESSINGTON Surrey KT9 2DJ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

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

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