Childminder EY551661

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 can freely access toys and resources in the well-organised home that supports them to follow their own interests. The childminder is kind, friendly and welcoming. She has a good understanding of how children learn and develop. The childminder uses her own observations, children's interests and information from parents to plan the curriculum. The childminder provides good opportunities for children to be active and develop language skills. Children enjoy action songs and eagerly march around the room. They sing heartily, stomp loudly and giggle. Children display loving bonds with the childminder and are happy and secure. The childminder follows parents' instructions confidently. This ensures she can manage children's health care needs effectively. The childminder uses age-appropriate activities to help children understand and manage their own emotions. Children behave very well for their ages. The childminder praises and encourages children at

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The provision is good

every opportunity to develop their self-esteem and positive attitudes to learning. Children learn to eat for themselves with the support of the childminder. They sit together at the kitchen table strapped into booster seats for their safety. Mealtimes are a sociable event. Children enjoy the nutritious food offered and eat well.

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need to do better?

n The childminder meets the individual needs of the children very well. She shares information with parents to support children's progress and to advise on activities to do at home. Parents are very happy with the care and education the childminder provides. They comment that, 'it feels like we are working together as a team to achieve the same goal', and, 'my child has come on in leaps and bounds'. n Children are beginning to talk about their feelings. They recognise different emotions displayed by faces when playing a game. Children enjoy this activity, and all want to be close to the childminder, demonstrating their closeness and affection for her. Children show positive attitudes to learning through high levels of concentration and enjoyment. n Children have access to a good range of play resources. They relish experimenting with paint and rollers while painting their masks and problem solving with pop-up toys. However, there are fewer opportunities for children to

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need to do better?

play with natural materials to help support sensory play and exploration with textures. The childminder encourages the children to write. She sits with them while they draw on a chalkboard. The children talk about what they are drawing and show amazement when they wipe it off and it disappears. All children are included in all activities and experiences which are tailored to their needs. All children progress well considering their starting points, and sometimes exceed developmentally. n The childminder is sensitive to the needs of young children. Babies show

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need to do better?

23 January 2020 confidence when they climb onto her lap for a cuddle. The childminder responds quickly when young children show they are tired or need reassurance. The childminder is a good role model. She plays alongside children sparking their imagination and modelling behaviours. n The childminder reflects with her co-childminder and parents on her practice and the experiences she provides for children. Children are offered experiences that interest them and support their good ongoing progress. The childminder's skills and knowledge are good. However, she has not established a programme of professional development to increase her teaching skills further. n The childminder regularly takes children on trips in the local community and beyond. She understands the benefits that these experiences offer. Children visit the farm, park, zoo, duck pond and other places of interest. These experiences help to support children's physical and social skills. They learn to travel on

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need to do better?

buses, meet new people and exert physical energy. n Children have opportunities to build a positive view of diversity, for example, learning about a variety of cultural celebrations. The children talked about Chinese New Year, painted boxes to make dragon masks and played with noodles. Children learn to value differences between themselves and others in their community.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder creates a safe and secure environment for children. Risks are identified and minimised. She is vigilant and supervises children well. The childminder is aware of the signs that may indicate a child is at risk of harm. She knows what to do if she has any concerns about a child's safety or welfare. The childminder and her co-childminder keep their knowledge up to date and regularly complete safeguarding training. The childminder is also familiar with wider safeguarding issues, such as extremist behaviour.

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should:

n build on the good range of play resources and activities to offer natural materials to help support sensory play and exploration with textures 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 EY551661 Local authority Merton Inspection number 10143885 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 works with a co-childminder in a house in Mitcham in the London Borough of Merton. The childminder has a relevant childcare qualification at level 3. The childminder operates from 8am to 6pm Monday to Friday throughout the year. The childminder provides funded early years education for three-year-olds.

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Inspection activities

n The inspector observed the childminder's interactions with the children and assessed the quality of teaching and the impact on children's learning. n The inspector took into consideration written information from parents. n The inspector sampled children's records and a range of other documentation, including accident records and the childminder's training certificates. n The inspector conducted a joint observation with the childminder and evaluated the quality of teaching. n The inspector observed how the childminder met the individual needs of the children and how she supported their emotional development.

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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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