Childminder in Merton

Inspection date 17 May 2019 Previous inspection date 11 July 2016

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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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This provision is good

n The childminder successfully identifies and uses children's next steps of learning to inform her planning of good-quality activities. Children make good progress, including those with special educational needs and/or disabilities (SEND). n The childminder is a positive role model. She is respectful and very calm and polite in her interactions with children. She regularly provides praise and encouragement, which supports children to build on their self-esteem and feel valued. n Children behave very well. The childminder is an effective role model and has good behaviour strategies to help children to understand boundaries and learn to take turns. n The childminder forms strong partnerships with parents. There is a good two-way exchange of relevant information which contributes to continuity in children's care and learning. n The childminder supports children's physical development effectively. She provides a

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This provision is good

variety of activities that develop their understanding of a healthy lifestyle. Children enjoy regular exercise outdoors. n The childminder does not always recognise when children are no longer interested in activities, and therefore children are not always consistently challenged and engaged. n Occasionally, the childminder misses opportunities to extend and develop children's understanding of mathematical language in their play.

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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 all children are consistently challenged and engaged in activities n use opportunities in children's play to extend and develop their mathematical language.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector completed a joint observation with the childminder. n The inspector viewed the areas of the home used for childminding indoors and outdoors. n The inspector took account of the views of parents through written feedback provided by the childminder. n The inspector held a number of discussions with the childminder and looked at relevant documentation.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder understands how to swiftly identify and report child protection concerns. She creates a safe space for children by checking her home every morning prior to children's arrival and taking steps to minimise any risks. The childminder is aware of what presents a potential hazard to children and demonstrates a vigilant attitude towards their welfare. The childminder is keen to continuously improve the care and support she offers the children. She evaluates her provision and identifies areas of the environment that she would like to develop further. For instance, she would like to develop the sand and water provision in the garden.

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Quality of teaching, learning and assessment is good

The childminder accurately assesses children's starting points using her own observations and detailed information provided by parents. She uses this knowledge well to help children make a strong start. The childminder provides parents with regular information about their children's learning and development. She sits with children to play and talks about what they are doing. She encourages children to manage simple tasks for themselves. For example, children prepare their own sandwiches at lunchtime. They use good handling skills while spreading butter onto bread and while cutting their sandwich once they have made their choice of filling. The childminder promotes children's speaking skills effectively. She gives meaning to younger children's actions and gestures to extend their learning. The childminder supports children as they enjoy looking at books and listening to stories. She encourages young children to interact, for

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Quality of teaching, learning and assessment is good

example, through using props to re-enact the story.

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Personal development, behaviour and welfare are good

Children develop close bonds with the childminder. Children behave well. The childminder adopts a positive approach to managing behaviour to help foster children's self-esteem. She praises children's efforts and achievements and offers clear explanations as children learn to show consideration for others, share and take turns. The interactions between the children and childminder are good, and children are encouraged to choose and lead their own play. The childminder has good procedures to promote healthy eating and monitors children's dietary and medical needs.

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Outcomes for children are good

Children are settled. They show they feel safe, secure and are willing to learn. Children enjoy the opportunity to explore their environment. They can access the resources they want to play with independently. Children are learning to be respectful and build caring relationships with others. All children develop good levels of independence. These are key skills that help to ensure they are well prepared for starting school.

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Setting details

Unique reference number EY478373 Local authority Merton Inspection number 10076039 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 11 July 2016

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Registers

The childminder registered in 2014. She works with her mother, who is her co- childminder, in West Wimbledon, in the London Borough of Merton. The childminder operates all year round from 8am to 6.30pm, Monday to Friday. She holds a relevant early years 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

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

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