Childminder in Merton

Inspection date

Previous inspection date 11 May 2016 19 September 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children share warm and trusting relationships with the childminder. She is kind and gentle in her approach. She treats them with warmth and kindness and they enjoy the praise and reassurance she offers. This supports their emotional development.  Children enjoy a wide range of activities and learning experiences, which help them to make good progress in all areas.  The childminder reflects on her practice and identifies areas for development to make ongoing improvements and promote positive outcomes for children. She has fully addressed the previous action and recommendations. Children are well-supervised and the childminder completes rigorous risk assessments to help keep children safe.  The childminder knows the children well. She monitors their development accurately, which helps her to identify and address gaps in children's learning successfully.  The childminder supports children's well-being and health effectively. For example, she

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This provision is good

teaches them about healthy eating through discussions and by providing nutritious home-cooked meals.

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It is not yet outstanding because:

 The childminder does not always make the most of the whole environment to help children to become familiar with words and numbers.  The childminder does not gather information from all parents about children's starting points at the outset to help with planning of activities.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 make the most of the whole environment to provide further opportunities for children to become familiar with words and numbers  ensure that information about children's starting points is gathered from all parents at the outset to aid planning.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector sampled a range of documentation, including children's records and the childminder's self-evaluation document.  The inspector spoke to the childminder, her co-childminder and children at appropriate times throughout the inspection.  The inspector took into account the views of parents through their written comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of all the requirements of the Early Years Foundation Stage. She understands her role and responsibility to keep children safe and is clear about the reporting procedure to follow if she has a concern about a child in her care. Parents are very happy with the childminding provision and the progress that their children make. They comment that their children's language has significantly developed since being in the childminder's care. The childminder is effective in further developing her knowledge. For example, she attends regular training to update her skills, has close links with the local authority and discusses practice with her co-childminder. This helps her to improve the provision and has a positive impact on outcomes for children.

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Quality of teaching, learning and assessment is good

Children are well motivated to learn. They enjoy exploring and investigating paint and mixing colours. The childminder promotes children's communication and language skills effectively, and she constantly talks to the children, providing a commentary about what they are doing. This effectively builds on their vocabulary. The childminder skilfully introduces numbers and shapes into activities and routines. For example, as children use cutters to cut out pastry, she encourages the children to count the circles. The childminder involves herself in the children's role-play. For example, she pretends to drink cups of tea made for her by the children.

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Personal development, behaviour and welfare are good

Children are extremely polite and use good manners as they interact with the childminder and one another. For example, they say 'thank you' as the helper of the day serves them their lunch and ask the childminder if they can leave the table after they have finished their snack. Children enjoy a close relationship with the childminder and each other's company. They share and take turns without reminders. Their behaviour is good. Children have daily opportunities to develop their physical skills and benefit from fresh air and exercise. This promotes children's good health. The childminder gives the children lots of praise and encouragement for their efforts and achievements. This boosts their self- esteem and confidence effectively.

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Outcomes for children are good

The childminder teaches the children essential skills for their future learning and school. For example, children practise their early writing skills as they have regular opportunities to paint and draw. Children develop good independence skills as they make choices in their play, feed themselves and follow thorough hygiene routines. They make choices confidently and develop good social skills.

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Setting details

Unique reference number 138007 Local authority Merton Inspection number 1048698 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 4 Number of children on roll 2

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Name of provider

Date of previous inspection 19 September 2012

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Telephone number

The childminder registered in 1998. She works from her home with another childminder and lives in the London Borough of Merton. The childminder provides care all year round, from Monday to Friday, except bank holidays, family holidays and Christmas.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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