Childminder 138111

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 enjoy the time they spend with the childminder, who provides a safe and caring environment. They form strong emotional bonds with the childminder and her extended family. The childminder works closely with parents to gain detailed information about their children's routines, interests and abilities before they start. She uses this information effectively as a foundation for children's future learning. Nonetheless, the childminder has not considered providing parents with ideas on how they can support children's ongoing learning at home to ensure continuity. Children have access to a broad variety of resources and learning opportunities. The childminder makes good use of amenities in the local area, such as soft-play areas and community playgroups. This enables children to develop their social and sharing skills. Children are happy and relaxed, and find joy in the experiences the childminder provides. Their behaviour is good. The childminder has high

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The provision is good

expectations for behaviour, and children respond well. For example, they respond positively when asked to tidy up before taking additional toys out. Children respond to instructions, and put resources away where they belong. The childminder does complete some professional training. However, she has not completed training to raise the quality of teaching even further.

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need to do better?

n The childminder ensures children have plenty of fresh air and physical exercise. For example, they play outside in the well-resourced garden. They go on trips to parks further afield, where they can go on 'Gruffalo hunts', and search and locate other animals associated with the story. This supports and encourages children to recollect and enact what happens in the story. Children have tremendous fun building dens and jumping in muddy puddles. n The childminder continually evaluates the quality of her provision to identify ways of making improvements for children. Parents are positive about the care and learning their children receive. In written feedback, parents expressed their appreciation of the interesting educational activities and regular outings that the childminder arranges for their children. n Children are supported well by the childminder to become skilful, confident communicators. The childminder constantly talks to the children and asks them

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need to do better?

questions. This encourages children effectively to express their thoughts and opinions, and helps them to develop their language and conversation skills. n Children make good progress across all areas of their development. The childminder knows children well. She observes children on a regular basis to assess their individual needs and interests. She makes effective use of the information gained from her observations to plan activities and close any gaps in their development. She plans a stimulating, varied curriculum that enables children to engage in a variety of age-appropriate activities that meet their

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need to do better?

22 January 2020 needs. n Young children have good opportunities to develop effective pencil control as they access paper and pencils to create a range of patterns. This helps to promote children's early writing skills and prepares them for their transition to school. n Children's mathematical skills are promoted well through everyday activities and resources, such as accessing numbered stacking tins and stacking cups. The childminder supports younger children to count as they stack their containers. They laugh out loud in delight when they knock down the towers they have built with their stacking toys. The childminder uses lots of mathematical language as she interacts with children to increase their knowledge of size. n Children begin to learn about cause and effect and how things work, for example, as they press buttons on the microphone to turn it on and off. They create a range of different sounds and effects by pressing buttons as they sing

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need to do better?

into the microphone. This helps to support their understanding of the world. n Although the childminder does complete mandatory courses, she has not considered completing additional training to enhance her teaching skills to an even higher standard.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular safeguarding training. She has a good understanding of her role and responsibility to protect children from harm. The childminder can identify issues that would give her significant cause for concern about a child's welfare. She maintains a safe and secure environment for children to play, and completes rigorous risk assessments, which help to prevent children coming to any harm. This includes ensuring that children take part in fire drills to increase their knowledge of what to do in the event of an emergency. The childminder attends essential training, such as first aid, to update her knowledge.

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should:

n enhance partnerships with parents to support continuity in children's learning at home n strengthen professional development to improve the quality of teaching and children's learning to an even higher level.

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Setting details

Unique reference number 138111 Local authority Merton Inspection number 10106445 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 to 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 26 October 2015

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Information about this early years setting

The childminder registered in 1990. She lives in Motspur Park, in the London Borough of Merton. The childminder operates her service from Monday to Thursday, 7.30am to 6.30pm, all year round.

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Inspection activities

n The childminder completed a learning walk with the inspector to discuss how the provision and curriculum are organised. n The inspector jointly observed an activity with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n A range of documentation was considered, including the safeguarding policy, training certificates, insurance documents and children's learning folders. n The inspector viewed the play spaces and observed interactions between the childminder and children. n A range of parents' written questionnaires was reviewed.

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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

22 January 2020 22 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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