Childminder in Merton

Inspection date 22 October 2018 Previous inspection date 28 July 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder develops caring relationships with children and parents. Children settle quickly when they arrive and snuggle up with her while they are talking and playing. Parents are very positive about the childminder. They describe it as a 'home from home' and feel that they are regularly updated about their children. n Children demonstrate excitement about the activities the childminder provides for them. For example, older children use a range of craft resources to make a card to take home. They talk excitedly about using glitter and sparkles. The childminder supports toddlers to use a paintbrush over a stencil to make their own card. Toddlers babble and laugh as they paint. n The childminder has a good understanding of how to improve the quality of her practice. She accesses a range of support and regularly takes opportunities for professional development. For example, since her last inspection, she has completed a

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The provision is good

childcare course which she chose to help her provide better learning opportunities for children. n The childminder collects detailed observations of the children and evaluates these to ensure that children are making progress. She regularly shares this information with parents. Children make good progress from their starting points in all areas of learning and are well prepared for the next stages in their education.

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It is not yet outstanding because:

n When planning activities, the childminder does not consistently focus on the new skills and attitudes to learning she would like children to develop.

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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

n ensure that the skills and characteristics of effective learning that children will develop in planned activities are consistently identified.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during a range of activities and assessed the impact this has on children's learning. n The inspector completed a joint observation with the childminder. n The inspector read letters from the parents to obtain their views. n The inspector spoke with children about their learning and with the childminder about her provision. n The inspector reviewed a sample of written policies and other documentation.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection procedures and what to do if she is worried that a child may be at risk of harm. This helps her to support children's welfare effectively. She provides a safe environment in which children learn and play. She monitors the effectiveness of her provision and accesses training opportunities and support from the local authority to ensure that she is constantly improving learning opportunities for children. The childminder makes good links with other professionals and uses these to support children and parents. For example, where children also attend local nurseries, she shares information with them about the next steps she has identified and finds out what the nurseries are working on. She uses this information to ensure that children's learning is continuous, no matter which provision they attend. Parents are very positive about how much their children

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Effectiveness of leadership and management is good

learn and the care that the childminder shows for their children.

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Quality of teaching, learning and assessment is good

The childminder has high expectations for children's achievements. She shares information with parents before children start and observes children's interests and skills. Children receive good support to develop their communication and language. The childminder engages children in conversation while they take part in activities. For example, she chats to children about things that they do at nursery and at home, encouraging children to make links between the different learning activities they take part in. The childminder notices opportunities to develop mathematical skills as they arise. For example, while preparing pizza, she uses language to compare sizes of the strips of ham they have cut. She encourages children to identify the characteristics of shapes during a sorting activity and uses names of colours and shapes with young children as they play.

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Personal development, behaviour and welfare are good

Children demonstrate pride in their achievements. For example, toddlers smile broadly at the childminder as she praises them for using a paintbrush. Children follow the childminder's high expectations of behaviour and demonstrate self-control. The childminder encourages older children to share resources with younger children. Older children respond positively to this and point out things that the younger ones might find difficult and offer to help them. For example, they show toddlers how to use the sand to make ice creams using a scoop. They warn younger children not to put it in their mouths. Children have opportunities to be physically active outdoors. For example, toddlers climb the slide with support from the childminder, while young children play with sand at the sand tray.

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Outcomes for children are good

All children make good progress. This is particularly rapid in children's communication and language, and literacy skills. Children have opportunities to focus on matching letter shapes and their names. For example, they use alphabet floor puzzles and are encouraged to think of people they know whose name starts with the same letter. Young children and babies enjoy books and songs which they dance along to.

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Setting details

Unique reference number EY441740 Local authority Merton Inspection number 10060587 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 3 Total number of places 6 Number of children on roll 5 Date of previous inspection 28 July 2015

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Registers

The childminder registered in 2012. The childminder is located in the London Borough of Merton. She operates five days a week from 7am to 6pm, all year round. She receives funding to provide free early entitlement places for two-, three- and four-year-olds. She has a relevant childcare qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

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Registers

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Registers

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Registers

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