Childminder in Merton

Inspection date

Previous inspection date 11 July 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder is actively involved in children's play and effectively supports their conversation skills. For example, she helped to extend children's vocabulary by adding new words as they used pretend foods in their role play. Children make good progress in their learning.  The childminder has established effective relationships with parents. She works well in partnership with them to promote children's learning and development. For example, she involves parents fully in the assessment of children's learning and development.  The childminder encourages children to be kind and gentle towards each other and teaches them to share resources and take turns. She is a good role model and children respond positively to her.  The childminder provides children with good opportunities to learn about the natural world. For example, children pretend to be butterflies, using scarves as wings, as they travel around the garden.

p.1

It is not yet outstanding because:

 The childminder does not always provide a broad enough range of sensory materials that promote fully the younger children's interest and development.  The childminder does not make full use of all opportunities to celebrate the different languages used by children and their families.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 broaden the range of materials provided to help the youngest children further explore and investigate  make full use of all opportunities for children to share the different languages spoken at home to help them value and celebrate their differences.

p.2

Inspection activities

 The inspector observed the quality of teaching, indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the premises used by children.  The inspector looked at relevant documentation, such as policies and children's records.  The inspector took account of parents' views.

p.2

Effectiveness of the leadership and management is good

The childminder evaluates her practice effectively and uses the contributions that children and parents provide to make improvements. She is committed to her own professional development. For example, she attends training courses to improve her skills and knowledge even further. Safeguarding is effective. The childminder has a secure knowledge of how to keep children safe. She has a clear understanding of the process to follow should she need to report any concerns about a child's well-being.

p.3

Quality of teaching, learning and assessment is good

The childminder observes and assesses children's learning accurately and plans activities to help children achieve the next steps in their development. The childminder helps children to develop their mathematical understanding as they play. For example, she uses mathematical language as children use blocks to build towers. The childminder supports children's physical development well. For example, she teaches older children to use bats and balls and encourages younger children to crawl by rolling balls for them to chase. The childminder provides children with opportunities to develop their early literacy skills. For example, she puts writing tools at different levels to encourage all children to practise their early writing skills.

p.3

Personal development, behaviour and welfare are good

The childminder provides a warm, safe and stimulating environment for the children, and promotes their emotional well-being effectively. Children receive lots of praise for their achievements and are well prepared for changes, such as starting school. The childminder builds good bonds with children. She is calm and caring, and children are happy, secure and ready to learn. The childminder effectively supports children to become confident, independent learners. She supports children's growing independence and children learn to manage their personal care needs and hygiene well. The childminder makes thorough risk assessments to ensure children's safety and practises regular fire drills. She supervises play and gives children opportunities to explore and manage risks. The childminder promotes healthy lifestyles effectively.

p.3

Outcomes for children are good

Children develop a good range of skills and are motivated to learn. For example, older children sustain their role-play ideas following a move from outside to indoors. They are well prepared for their next stage of learning and move to school. For example, children are inquisitive learners and ask questions as they play and explore. Children persevere as they work through their own ideas. For example, they solve jigsaw puzzles independently.

p.3

Setting details

Unique reference number EY478292 Local authority Merton Inspection number 979222 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 10

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014. She works with her daughter who is her co- childminder from premises in West Wimbledon in the London Borough of Merton. She operates her service Monday to Friday from 7.45am to 6.15pm, all year round.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5