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 Good

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The provision is good

Children arrive happy and quickly settle into the childminder's care. The childminder plans an interesting curriculum. Children make good progress from their various starting points. For example, younger children have excellent opportunities to test out and practise their walking skills with increasing confidence. They demonstrate good levels of physical skill and enjoyment as they access large soft-play equipment with stairs that they climb up and over. They learn how to navigate steps in a safe environment. Teaching helps children learn, and the childminder has high expectations for all children.

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The provision is good

The childminder places a high priority on supporting children's language development. She engages children in meaningful conversations as they play. The childminder responds well to young children's verbal and non-verbal communication. For instance, she models good conversational skills by speaking clearly and using lots of repetition of language to help children's communication and language skills. This helps children to become skilful and confident communicators. Due to the COVID-19 (coronavirus) pandemic, parents now drop off and collect children at the front gate. However, the childminder effectively communicates with parents to inform them of their child's progress and day. For example, the childminder sends them photographs and daily notes of their child's day, and next steps.

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need to do better?

n The organisation of the setting allows children to freely choose what they want to play with. For example, children have fun using spoons to enthusiastically stir their pretend cup of tea. The childminder joins in with the children as they play to extend their thoughts and ideas. n Children have access to a well-resourced outdoor area. Younger children develop their small-muscle skills as they skilfully use resources, such as bowls and spades during sand and water play. They concentrate intently when filling and emptying containers. n The childminder is proactive in supporting older children's literacy skills. She uses their school books to reinforce their knowledge of linking letters to sounds. However, she has not formed effective partnerships with schools to gain greater details of individual children's targets for learning. This does not fully promote consistency in children's learning. n The childminder evaluates her practice successfully. She regularly meets with

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need to do better?

her assistants to discuss best practice. She provides parents with questionnaires which contains high praise of the quality of care and learning the childminder provides. n Children's behaviour is good. The childminder is a good role model, who gives

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need to do better?

14 July 2021 children gentle guidance to support them to share and have good manners. n Younger children's independence is promoted well. The childminder teaches them how to hold their cutlery so they can learn to feed themselves. Their independence is further encouraged as they help the childminder to carry out tasks, such as putting the toys away. Children are skilled and thoughtful in finding their own water bottles and those of their friends, to stay hydrated. n Since the last inspection, the childminder has made improvements to her practice. She has changed how she organises the books to ensure that children can access them at all times. n The childminder keeps up to date with mandatory training. However, she does not seek further training opportunities to help her to plan and build on her good curriculum. n Partnerships with the parents are good. The childminder works closely with parents when children start. She gathers detailed information about routines and

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need to do better?

starting points. This supports children to feel at ease and emotionally secure when they first access her care. n Children are well supported to understand the diverse society they live in. They access a broad selection of resources, such as dolls, puzzles and small world people. This helps to introduce children to how people look different from each other, but have the same experiences. n The experienced childminder understands how children learn. She regularly monitors children's progress to identify any gaps in their learning. She knows where children are in their learning and development, and uses this information well to move them on to their next steps.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role to keep children safe. She keeps up to date with changes in child protection legislation by completing mandatory training. The childminder has a good understanding of the signs that may indicate a concern about children's welfare, including abuse and extremism. She knows the procedures to follow to report any concerns of this nature. The childminder is considerate of younger children's safety. For example, she keeps the floor clear to enable them to practise their walking skills safely. The childminder uses a video monitor and checks sleeping children to further ensures their welfare.

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should:

n extend the range of information shared with other settings that children attend to routinely include details on children's learning and development n target professional development opportunities to raise the quality of education

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Setting details

Unique reference number 156652 Local authority Merton Inspection number 10201382 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 10 Date of previous inspection 13 December 2016

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Information about this early years setting

The childminder registered in 2001. She lives in the London Borough of Merton. The childminder operates her service on weekdays, from 8am to 6pm, excluding bank holidays. She holds a relevant childcare qualification at level 3, and works with assistants.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 9 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and she has taken this into account in her evaluation of the setting. n The childminder and the inspector completed a learning walk of the setting where they discussed the early years provision and the aims of the curriculum. n The inspector and childminder jointly observed and evaluated a planned activity. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder showed the inspector a range of documentation relating to insurance and the suitability of adults working with the children n The inspector took the account of the views of parents who were spoken to during the inspection.

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Inspection activities

14 July 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

14 July 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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