Childminder EY562214

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder and co-childminder work closely together. They consistently plan a variety of experiences and activities indoors and outdoors to promote children's learning and development across all areas of learning to a good level. All children, in particular new children, settle very quickly. New children remember where to hang their coats and the daily routines, such as washing hands before mealtimes. On arrival, children eagerly make choices in their play. They explore the environment with great enthusiasm and independence. Younger children keenly rummage through a box of toys. Older children play imaginatively in the role-play kitchen and enthusiastically pretend to vacuum the floor. Children are happy, safe and feel emotionally secure. The childminder promotes positive behaviour consistently and fairly for different ages of children. She helps children recognise feelings and the consequences of their actions. The childminder has high

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The provision is good

expectations of all children in her care. For example, she consistently encourages children to use words in English and in their home language to further promote their cultural and individual identity.

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need to do better?

n All children benefit from a good range of enjoyable activities and experiences to help them become enthusiastic and independent learners. The childminder assesses and monitors effectively her key children's learning and development from when they first start. She identifies what children need to learn next to successfully help all make the best possible progress. n The childminder promotes children's early communication and language skills to a good level. She uses every opportunity to interact with children, such as during daily routines. She successfully enables children to use English and their home languages well. Children listen intently and begin to confidently use new words they learn in English. For example, older children point to a freshly prepared meal and confidently say, 'soup'. n Children concentrate as they work out how to put together colourful magnetic shapes. Younger children watch and learn from older children as they skilfully

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need to do better?

build three-dimensional shapes. The childminder successfully uses mathematical language and comments on their play. She says, 'I can see you have joined the triangles together.' n The childminder is a good role model. She has high expectations for all children's behaviour. She swiftly reinforces expectations and desired behaviours. The childminder confidently says, 'I can see you are sad.' n Partnership with parents is strong. Parents comment highly on the childminder and co-childminder, and the care of their children. Daily conversations and diaries keep parents well informed. The childminder successfully engages with parents to support their children's learning. For example, parents regularly meet

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need to do better?

16 September 2019 with their children's designated childminder to discuss what children need to learn next, to help all children make good progress. n The childminder and co-childminder have shared values and ambition to continually improve the quality of care and learning for all children. Visits from the local authority improvement team help the childminder identify strengths and where improvements can be made to consistently provide good-quality childcare, in particular for children who are in receipt of free early education. n The childminder recognises the importance of continuous professional development to keep her skills and knowledge up to date. She keeps her mandatory training up to date, although she has not accessed other training opportunities to further develop her teaching skills to a higher level. n Children enjoy looking at a variety of books they choose for themselves. They enjoy sitting in a cosy book area. Young children learn to turn pages correctly,

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need to do better?

and they listen keenly when the childminder reads them a story. However, children are not supported to an even higher level to see a variety of text and words in their own languages, to further support their early literacy skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has accessed training to help her identify and quickly respond to possible signs of neglect and abuse. The childminder and co-childminder have effective procedures in place if they have a concern about a child's safety. The childminder has good understanding and sound knowledge of what to do if she has a concern about a child's welfare, including wider safeguarding concerns such as instances of extreme views and beliefs. The childminder confidently explains the local procedures to follow if she has a concern about a child's safety and welfare.

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should:

n extend opportunities for children to see the languages they use at home during their play and learning n explore other professional development opportunities to raise the quality of teaching to an even higher level.

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Setting details

Unique reference number EY562214 Local authority Merton Inspection number 10123279 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 to 7 Total number of places 6 Number of children on roll 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She provides care in Morden, in the London Borough of Merton. She works Monday to Friday from 7.30am until 6.30pm, for most of the year. The childminder provides care for children with a co-childminder. The childminder receives funding for the provision of free early education for children aged three and four years.

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Inspection activities

n A discussion with the childminder took place to demonstrate her understanding of requirements and how she supports children's learning and care. n The inspector took parents' views into account. n An observation was carried out by the inspector of the quality of teaching during activities indoors, and she assessed the impact this has on children's learning. n The inspector and the childminder completed a learning walk across all areas of the provision to understand how the childminder organises the curriculum and environment. The inspector viewed all areas of the co-childminder's home used for the purpose of childminding. n The inspector spoke with the childminder and co-childminder at convenient times.

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Inspection activities

16 September 2019 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.

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Inspection activities

16 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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