Childminder EY548308

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

Children thrive in the welcoming, safe and caring environment. They happily and confidently play with the interesting resources provided. For example, they use puppets to bring their favourite story to life. This supports their understanding and love of books. The children develop close relationships with both the childminder and her co-childminder, and demonstrate they feel safe and secure. For example, babies are very settled, responding positively to reassuring smiles and cuddles. The childminder knows the children well and meets their needs in a timely way. Children behave very well for their ages. They enjoy the responsibility of small tasks such as when they tidy the toys away after playing. The childminder uses praise and encouragement to help boost children's confidence. The childminder works well with parents and through her own observations to understand what children know and can do. She uses this information successfully to plan activities

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The provision is good

and outings to further all children's skills and knowledge. Children make very good progress from their initial starting points. The childminder plays alongside children warmly and positively to ignite their curiosity and willingness to learn. For example, when pretending to be a customer in their shop, children delight in charging her for the items in her basket.

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need to do better?

n The childminder organises her setting well to promote children's independence. Children make choices in their play and can access a wide range of play resources. The childminder supports children's independence skills further by encouraging them to take responsibility for small tasks, for example tidying up or helping to sort the washing. n Relationships with parents are strong. The childminder works effectively with parents to promote children's learning and development. Parents are very happy with the care and education the childminder provides. They comment that the childminder provides a 'safe and respectful environment, where children 'thrive and develop'. n The childminder knows the children well. She observes the children and talks to their parents to track their ongoing progress. She plans targeted activities to narrow any gaps in children's learning and development. This promotes good progress across all areas of learning.

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need to do better?

n The childminder ensures that children have daily opportunities to be physically active by taking them out. They visit local stay-and-play centres, parks, farms and sensory play groups. They sometimes go further afield and use public transport to visit zoos and petting farms. This promotes their understanding of the world and their local community. The childminder identifies areas to improve her setting. For example, she plans to renovate her garden to maximise the use of outdoor play.

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need to do better?

23 January 2020 n Children enjoy singing nursery action rhymes. They recognise the picture and word cards to pick their songs and select a favourite. This enhances their communication and language skills well. n The childminder reflects on her practice and experiences she provides for children with her co-childminder and parents. Children are offered experiences that interest them and support their good ongoing progress. The childminder's skills and knowledge are good, particularly with regard to language development. However, she has not established a programme of professional development to increase her knowledge further. n The childminder supports children's good health effectively. For example, she cooks healthy and nutritious meals and includes fruits and vegetables. Children learn to eat for themselves with the support of the childminder, they sit together, and mealtimes are a sociable event. Children enjoy the food offered

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need to do better?

and eat well. n The childminder knows when to allow children to play independently and when to offer support. For example, while the children were engaged in a singing activity, a baby wanted a musical toy. The childminder ensured he felt part of the group while he played, through facial expression and having him close to her. n The childminder offers children plenty of praise and encouragement as they play, to develop their self-esteem and positive attitudes to learning. Children are happy, secure and eager to play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her co-childminder keep their knowledge up to date and regularly complete safeguarding training. They have recently increased their knowledge regarding female genital mutilation. The childminder has a secure knowledge of local safeguarding procedures. She is aware of the signs that may indicate a child is at risk of harm. She completes risk assessments of the home and for outings to identify and minimise potential hazards.

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should:

n develop the outdoor learning environment to further support those children who prefer to learn outside n embed a programme of continued professional development to increase existing knowledge and raise the quality of teaching to an even higher level.

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Setting details

Unique reference number EY548308 Local authority Merton Inspection number 10143536 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 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Mitcham, in the London Borough of Merton. The childminder works Monday to Friday, all year round, from 8am until 6pm. She provides funded early years education for children aged three. She works with a co-childminder.

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Inspection activities

n The inspector observed the interactions between the childminder and children, and considered the impact on their learning and well-being. n The inspector and the childminder viewed the areas of the home used by children and discussed how the curriculum is organised. n A joint observation was carried out by the inspector and the childminder to observe the quality of teaching and learning. n The inspector took account of the views of parents from their written statements provided for the inspection. n The inspector sampled a range of documentation, including records of children's learning and training records.

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Inspection activities

23 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

23 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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