Childminder in Merton

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 has a secure knowledge of the early years foundation stage (EYFS) curriculum and has high expectations for all children who attend her provision. She provides opportunities for children to get daily fresh air and exercise in her garden. For example, children expressed their delight as they enjoyed riding tricycles, played with large jigsaw puzzles and explored different textures during 'messy play'. The childminder makes some use of technology such as mechanical toys during play, but misses opportunities to get children to think about what makes these work. Children have built strong and trusting relationships with the childminder. During story sessions, they snuggle up to her for a story and listen intently to their favourite books. She skilfully asks them questions about characters in the book and children link words to familiar songs and nursery rhymes. This helps children to develop their speaking skills and expand their vocabulary. The

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The provision is good

environment is safe and welcoming and has a wide range of good-quality toys and resources. Children independently choose activities that they want to play with. This promotes their self-esteem and sense of belonging. The childminder, who is patient and kind, supports children to take turns and share resources. Sometimes, however, she does not encourage children to do simple tasks for themselves, such as tidying up their toys after play to prevent tripping hazards.

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need to do better?

n The childminder has a deep understanding of child development in all areas of learning in the EYFS. She understands that children are unique and have different styles of learning. Therefore, she is attending a training course to enhance her professional development and extend her knowledge of how to support children with special educational needs and/or disabilities. n Children explore a range of resources of different sizes and develop a good level of concentration as they enjoy their play outdoors. For example, they poured water in and out of containers in the water tray and observed the different movements that wind-up toys make inside the water. However, the childminder did not use this opportunity to teach children how to operate these simple mechanical toys to develop their knowledge of technology even further. n Parent partnership is strong. Effective communication between parents and the childminder helps the children settle well. For example, the childminder asks

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need to do better?

parents of children who speak English as an additional language to provide key words and phrases that she can use in communication with their child. She gives parents daily feedback on their children's learning and care routines. Overall, parents are pleased with the care their children receive and will recommend her services to others. n The childminder takes children out into the community to visit children's centres, parks and libraries. They participate in different activities at the local children's

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need to do better?

20 September 2019 centre and develop friendships in a larger group. This helps to develop children's physical, communication and social skills. n Children have opportunities to develop their early mark-making skills. These include using paintbrushes to paint on easels and making car tracks on paper. Children experiment with mixing colours and learn about the new colours they can make. This promotes their creative skills and develops their imagination. However, sometimes, the childminder does not encourage children to tidy up their activity when they finish. n The childminder gathers information from the parents about their children's interests and experiences when they first start to attend her provision. She uses this to establish starting points in their learning and includes this in her planning. The childminder observes children during play and notes what they can do. She uses this information to plan what she needs to teach them. Children are well

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need to do better?

prepared for their next steps in learning. n Children enjoy healthy snacks and nutritious home-cooked meals, which promotes their good health. The childminder encourages children to try new foods and discusses the impact that healthy foods have on their bodies. For example, she encourages children to eat their vegetables so that they grow big and strong and have lots of energy to play with their friends.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that safeguarding policies and first-aid training are up to date to ensure children's safety and well-being. She attends training on wider safeguarding issues such as the 'Prevent' duty. The childminder is aware of the Local Safeguarding Children Board procedures and is knowledgeable about all types of abuse and neglect. She understands how to respond to and manage allegations made against herself or a household member. The childminder carries out risk assessment of her home and for outings to identify and minimise any potential risks.

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should:

n extend the use of technology to enable children to use it purposefully in play n organise activities more effectively to ensure that children learn how to tidy up after themselves.

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Setting details

Unique reference number EY537615 Local authority Merton Inspection number 10092645 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 3 Total number of places 5 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in March 2017. She lives in Mitcham in the London Borough of Merton. She cares for children all year round from 7.30am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an appropriate early years qualification at level 3.

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Inspection activities

n The inspector and the childminder completed a learning walk of all areas used by the children to understand how the provision and the curriculum are organised. n The inspector spoke with the childminder and the children at appropriate times during the inspection. n The inspector carried out a joint observation with the childminder and they evaluated it together. n The inspector viewed written feedback from parents prior to the inspection. She took account of their views. n The inspector sampled a range of documentation, including suitability checks, policies and children's records.

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Inspection activities

20 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

20 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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