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

Children are calm, relaxed and enjoy the interaction of adults who are attentive and involved in their play. Children respond well to the childminder and her co- minder, who offer them consistent praise and encouragement. This helps to build children's confidence and self-assurance. The childminder encourages children to be tolerant, respectful and polite to their friends. For example, they learn to wait their turn and to share. The well-organised and spacious environment provides for the interests of children of different ages. The childminder models positive behavioural expectations, such as saying 'please' and 'thank you'. Children behave well. The childminder routinely talks to children about what they are doing, and are going to do next. This helps children to understand what to expect and it supports their language skills well. Children listen to stories. However, on some occasions, these do not capture some children's attention.

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The provision is good

Babies happily and eagerly join in play with the older children. They have plenty of space to move about safely. All children are happy and settled in this provision.

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need to do better?

n The childminder uses her knowledge of how children develop and learn to help all children to learn well in readiness for their eventual move to school. She has strong partnerships with parents and other settings that children attend. She exchanges information with parents and other settings to gain useful information that helps her to build on what children already know and can do in her planning. For example, she incorporates what older children learn at nursery into her setting. Parents are very positive about the support their children receive. They commented that their children's confidence has improved since being with the childminder. n The childminder supports children to manage their personal needs, such as potty training. However, on some occasions, such as at snack time and when preparing for painting, she does not use these opportunities sufficiently to encourage children to practise their finger muscles and independence skills.

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need to do better?

n The childminder creates opportunities to encourage children to develop their imaginations. They enjoy taking part in role play, and dress up in costumes. Some enjoy pretending to be ballet dancers. This promotes children's greater understanding of the world around them, and encourages them to explore movement and music. n Children are emotionally secure. The childminder warmly welcomes all children and families so that everyone feels a part of her family. She gathers information from parents about children's home language if it is not English, and uses key words to ensure all children feel included. The childminder acknowledges different celebrations and festivals to teach children about people's similarities

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need to do better?

20 January 2020 and differences, and to value and accept others. For example, she taught children to understand about Chinese New Year. For instance, she created resources that represented Chinese restaurants, and talked about some of the menu items, such as noodles, which they helped to prepare for lunch. n The childminder creates an environment that encourages children to explore, experiment and learn. She provides meaningful praise, which helps to enhance children's self-esteem. For example, she commends and thanks the children for helping to tidy up. n The childminder helps children to learn about the importance of a healthy lifestyle. Children learn about effective hygiene routines and enjoy nutritious meals and daily exercise. n The childminder observes and monitors children's individual progress and identifies next steps for their learning. She encourages children to count, recognise numbers and supports older children to identify letters and the sounds

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need to do better?

they represent. However, sometimes activities do not routinely maximise children's learning. For example, some group story times do not engage all children, in particular older children. n The childminder places a high priority on her professional development. She regularly evaluates her provision and practice, and completes training to help her improve.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection. She has attended regular training to keep her knowledge up to date. The childminder frequently reviews her safeguarding policy and procedures to ensure they are current. She knows the reporting process, should she have any concerns about a child's welfare. The childminder assesses risks in her home and on outings effectively. She encourages children to become aware of any possible risks in their play environment and how to manage these safely. The childminder helps children to understand what to do if they are worried about something.

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should:

n provide more opportunities for children to practise using their finger muscles and develop their independence skills even further n ensure that older children are more engaged in the activities in order to strengthen their learning.

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Setting details

Unique reference number EY478292 Local authority Merton Inspection number 10076029 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 9 Date of previous inspection 11 July 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Wimbledon in the London Borough of Merton. She operates her service Monday to Friday from 7.30am to 6.15pm, all year round. The childminder works with her daughter, who is her co-childminder.

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Inspection activities

n The inspector observed activities and the interactions between the childminder, her co-minder and children. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector took account of parents' written views provided. n A sample of documentation was reviewed, including evidence of the suitability of adults living on the premises. n The inspector and the childminder completed a learning walk of the areas of her home used for childminding and discussed how the curriculum is delivered. The inspector discussed safeguarding with the childminder.

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Inspection activities

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 January 2020 20 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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