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 Not applicable

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The provision is good

Children make good progress in their learning. For example, they develop increasing confidence in their physical skills. Children use climbing and soft-play equipment, indoors and outdoors, with more ease. They delight in drawing with chalks and brushes, strengthening their hand muscles and coordination in readiness for their early writing. Children show rising levels of curiosity and imagination. A good example of this was observed as children explored the texture of uncooked rice using their hands. They pretended to be on a construction site and talked about 'digging holes' and 'removing rubbles'. Children had lots of fun playing with the childminder.

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The provision is good

The childminder has high expectations for children's behaviour. She reinforces good manners and teaches children to learn to behave well. The childminder has created a home-from-home environment that enhances children's emotional well- being. Children show that they feel safe and are happily settled. They respond positively to the childminder who dedicates her attention to children. Children are active and motivated learners.

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need to do better?

n The childminder understands very well how to promote children's good health. For example, she talks to children about healthy choices and encourages them to wash their hands regularly. Children listen and respond well. n The childminder uses observation and assessment effectively to support children's learning. She encourages children to speak and ask questions to develop their language and literacy skills. Children enjoy listening to age- appropriate stories as they snuggle up to the childminder for a cuddle. The childminder acknowledges that if she uses a broader range of questions more effectively, she will enhance children's thinking and problem-solving skills further. n There are several opportunities for children to practise their counting and number recognition. However, the childminder sometimes lacks confidence in implementing the curriculum for mathematics. For example, during a planned activity, she did not challenge children to explore numbers further to extend

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need to do better?

their mathematical knowledge. n Parents hold the childminder in high regard. They appreciate the various and stimulating activities that their children receive. Parents describe the childminder as 'amazing' and find that she cares for their children's learning, health and well- being effectively. The successful partnership between the childminder and parents has a positive impact on children, overall. n The childminder plans opportunities for children to learn about the wider world. They visit local parks and playgroups. During these outings, children observe

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need to do better?

23 June 2021 people at work, and talk about their similarities and differences with the childminder. n Children gain good levels of independence as they take age-appropriate responsibilities, such as at snack time. For example, they feed themselves and pour their own drinks. n Children delight in exploring musical instruments and the different sounds they make. Together with the childminder, they have lots of fun experimenting with slow and fast rhythms using a xylophone, bells and shakers. n The childminder keeps herself updated with current early years practice. For example, following training, she has increased her knowledge of how to plan the curriculum for physical development. Children are becoming more physically confident in taking risks outdoors. For example, they play on the slide and use ride-on toys, developing their muscular strength and dexterity. n The childminder is a positive role model to the children. She rewards children's

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need to do better?

good behaviour with verbal praise and positive body language. Children adopt positive attitudes to their learning. n The childminder includes the views of parents to help her evaluate the setting's strengths and areas for development. She has invested in additional resources to enable her to support children's imaginative play more effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder risk assesses the play environments regularly to help keep children safe. For example, she has made changes to the decking area outdoors to reduce the risk of accident and injury to children. Children are well supervised in the setting. The childminder undertakes training to further her knowledge of safeguarding issues. This includes signs that indicate a child is being influenced by other people's extreme views. The childminder knows who to contact should she have any concerns about a child's welfare. There are rigorous procedures in place to monitor patterns in children's attendance to spot any changes.

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should:

n make more effective use of questions to further promote children's thinking and problem-solving skills n enhance knowledge of how to further support children's mathematical skills.

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Setting details

Unique reference number EY540094 Local authority Merton Inspection number 10089834 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in the London Borough of Merton. She offers her service from 7.30am to 5.30pm, Monday to Wednesday. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder showed the inspector around the areas of her home that are used for childcare. She talked about how she supports children's learning and development. n The inspector spent the majority of the time observing children's play indoors and outdoors. She spoke with the childminder and interacted with children at appropriate times. n The inspector completed a joint observation of an activity with the childminder. Together, they discussed the learning intentions and the engagement of the children. n The inspector took account of the views of parents by speaking with them on the telephone and reading written feedback from them.

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Inspection activities

23 June 2021 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 June 2021 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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