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 Good

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The provision is good

On arrival to this cosy setting, children are having fun making pictures with glitter. They spread glue on paper and feel their sticky fingers as they scatter the sparkly pieces on the surface. They are discovering different textures and new words that relate to the Chinese New Year.

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The provision is good

The childminder and her assistant give children plenty of individual support. Children show they are happy and feel safe. The childminder's strength is her focus on children's social skills and confidence. She takes children to groups where they learn to share. She gently encourages children to play together and be kind. Overall, children make generally good progress towards their learning goals. Parents appreciate the childminder's flexible care and daily notes on their children's day, which helps them to continue their children's learning at home.

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The provision is good

The childminder's daughter, who is an assistant, works well with the children. They show a warm affection towards her and feel safe in her care. The childminder ensures that her assistant completes essential training, such as paediatric first aid and safeguarding, and she is developing her knowledge of how children learn.

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need to do better?

n Children are happy in the care of the childminder and her assistant, who are loving and sensitive to children's welfare and emotional needs. New children settle quickly and develop a positive attitude to learning from the start. Children remain with the childminder for most of their early years, developing skills that prepare them well for their next stage of learning, leading to school. n The childminder promotes children's awareness of the diverse customs of different families. Children who speak English as an additional language are supported well. For example, the childminder uses key words in their home language as well as in English. This helps children to learn English quickly, as they repeat new words and socialise with other children. n Children enjoy activities such as role play. For example, they shop for fruit and vegetables in the role-play greengrocer's shop. The assistant helps children to

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need to do better?

recognise colours and learn the names of the produce. Children repeat words and sing songs, which helps to build their vocabulary. The childminder extended this activity well. For example, she suggested the story of 'The Hungry Caterpillar', and the children enjoyed following the sequence and started to recognise quantity and number. n The childminder and her assistant plan busy days, which the children look forward to. For example, they regularly go on excursions to groups and parks, and play in the childminder's well-resourced garden. Recently, children helped the childminder to settle a guinea pig into the home. They learned about the

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need to do better?

9 January 2020 care of animals, which helped them acquire a deeper understanding and respect for living things. n Although the childminder tracks children's progress, she does not consistently use assessments of children's achievements to maximise their progress. For example, there are some aspects of the programme for children's self-care, such as toilet training, that are not initiated in a timely manner, to ensure they achieve their goals for their age and stage of development. n Parents welcome the friendly and communicative relationship with the childminder. She informs them of her daily activities and they contribute their views. For example, parents comment on the usefulness of their children's photograph folder. The childminder also facilitates information sharing where there is shared care and funding, to ensure children maximise on their learning from both settings. n The childminder regularly reviews her practice. For example, after training, she

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need to do better?

updated her resources to promote 'sensory' play. These have made an impact on how babies and toddlers learn. The childminder shares her knowledge with her assistant, who is able and keen to learn. Nevertheless, the assistant is in the early stages of her learning and more focus could be given to further extending her skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of child protection and safeguarding children. Together with her assistant, she has attended training. She knows the signs and symptoms of abuse and the procedure to follow if she is concerned about a child's welfare. The childminder makes sure her home is secure and children learn how to keep themselves safe. She discusses with her assistant issues such as radicalisation and internet safety that may affect children. The childminder also knows the procedure to follow if there is an allegation made against her or her assistant.

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should:

n make the best use of information from assessment to plan for children's progress across all areas of learning n develop the existing good skills of assistants to raise teaching standards to the highest level.

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Setting details

Unique reference number EY421692 Local authority Merton Inspection number 10074688 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 2 to 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 22 January 2016

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Information about this early years setting

The childminder registered in 2011. She lives in West Wimbledon, in the London Borough of Merton. She cares for children from Monday to Friday, 7.30am to 6pm, throughout the year. The childminder is in receipt of funding for three-year-old children. She holds a childcare qualification at level 3 and employs an assistant.

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Inspection activities

n The inspector viewed the areas of the childminder's home used by the children, inside and outside. n The inspector held discussions with the childminder and her assistant at appropriate times throughout the inspection. n Children's learning records were sampled, and the inspector tracked the progress of children. n The inspector completed a joint observation with the childminder to observe the quality of teaching. n The inspector reviewed a range of documentation, including certificates of training and suitability for the childminder and her assistant. n The views of of parents were noted and taken into consideration during the inspection.

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Inspection activities

9 January 2020 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

9 January 2020 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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