Childminder EY554210

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 build secure attachments with this caring childminder and her co- childminder. They work together effectively to support children's individual needs. For example, the childminder's curriculum builds on children's current interest, such as vehicles and transport. This helps spark their eagerness to learn. Children thoroughly enjoy their time with the childminder and co-childminder. They show enjoyment and become absorbed in their learning. Children play with toys that spark their interest and curiosity. For example, the youngest children explore an activity board with a range of interesting objects. They press bells and manipulate locks and chains to anticipate what happens next. Older children concentrate as they make patterns from coloured paint and vehicle wheels. The childminder helps to teach children conflict resolution in preparation for when they move on to nursery and school. For example, she encourages children to use their words and

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The provision is good

share toys. Children behave very well. This means they feel safe and secure. The childminder and co-childminder support children's emotional well-being effectively. For example, they are aware of the potential effects of the COVID-19 (coronavirus) pandemic on children and families. During the national lockdown, they kept in touch with families effectively, which helped ease any anxieties on their return.

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need to do better?

n The views of children and parents are keenly welcomed by the childminder and co-childminder. This helps them to evaluate their service effectively. For example, children keenly add their favourite meals to the weekly mealtime menu. Parents comment highly of the childminder and co-childminder and the progress their children make over time. n The childminder assesses children's learning effectively. She offers children challenging play opportunities that enable them to build on their learning. The childminder successfully considers the sequence of skills she can teach children in order to challenge them further in their learning. n Children's early language, literacy and mathematical skills are progressing well. The childminder demonstrates good teaching skills, overall, and consistently engages with children to extend their learning. For example, children eagerly join in and follow her lead as they make random marks with chunky chalk. They

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need to do better?

show great pride in their attempts to write their name. Children begin to recognise shape, colour and numbers. For example, they identify coloured paint and shapes in a shape sorter. n Children take a keen interest in books they independently choose for themselves. The childminder and co-childminder encourage children to take books home to share with parents, to further support a love of books. Children keenly listen to stories. The childminder skilfully asks questions and encourages children to recall favourite parts of a story. This helps develop their memory and

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need to do better?

23 June 2021 early literacy skills further. For example, children eagerly remember the names of different animals, such as seagull, penguin and whale. However, the childminder does not always introduce new words to extend children's vocabulary to a higher level. n The childminder routinely assesses and monitors the progress children make over time. She acts swiftly to identify what children need to learn next to help close any potential gaps in children's learning. The childminder regularly shares children's achievements with parents to support their children's learning further. During the national lockdown, she shared toys and ideas with parents to help support children's learning at home. n Children learn about the wider world. For instance, they learn how things grow and the importance of keeping plants alive. The childminder and co-childminder teach children how to water plants in their garden to help them grow. Frequent

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need to do better?

trips to the library, local shops and Kew Gardens deepen children's understanding of the outside world. n Good hygiene practices are consistently implemented by the childminder and co- childminder. Young children learn self-help skills in preparation for the next stages in their learning and when they move on to school. For example, children use hand sanitiser when they first arrive and wash their hands before mealtimes. The childminder successfully teaches children how to put on their shoes and fasten Velcro straps.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities to protect children from harm. She is familiar with local safeguarding procedures and who to contact should she have any concerns about the welfare of children in her care. The childminder understands her role to protect children from extreme views and beliefs. She has accessed safeguarding training to develop her knowledge to a good level. This helps her identify, understand and respond to signs of possible abuse and neglect. The childminder and co-childminder have a shared responsibility to keep children safe.

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should:

n make the most of opportunities that arise to extend children's vocabulary and language skills.

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Setting details

Unique reference number EY554210 Local authority Merton Inspection number 10174334 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 12 Number of children on roll 22 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Wimbledon, located in the London borough of Merton. The childminder operates Monday to Friday, from 7.30am until 6.30pm, for most of the year. She holds an early years qualification at level 3 and works with a co-childminder.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n An observation of the quality of education was completed by the inspector during activities indoors and outdoors, and they assessed the impact this has on children's learning. n A discussion was held with the childminder to understand how the early years provision and curriculum are organised. n A joint evaluation of activities was discussed with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection and took account of the views of parents through written feedback provided.

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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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