Childminder in Merton

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children settle extremely well. The childminder and all children develop strong, meaningful relationships. As a result, they feel happy, safe and secure in her care. The childminder takes time to learn about and understand the children's families and their routines. This means she is able to draw on their experiences away from the setting and use this to inform her teaching. For example, children talk to her about visiting their elderly relatives and doing jobs to help them out. The childminder uses this to teach children about how people's needs change as they get older and how best to support the elderly members of their community. Children of varying ages play exceptionally well together. They share ideas together about how to build a 'pen' for their dinosaurs. Older children allow those who are younger than them to try out their own ideas first. They work out solutions together when their building falls down.

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The provision is good

In response to the COVID-19 (coronavirus) pandemic, parents do not currently enter the setting. The childminder speaks to parents at the door when they drop off and pick up their children. She uses this time to gather the most up-to-date information about the children since they last attended and shares thoughts and ideas with parents of how they can support their children's learning at home.

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need to do better?

n The childminder provides children with a curriculum that is purposefully planned. She considers what they already know and can do and uses this to create a wide range of opportunities that build on their learning and development across all areas. Regular assessment, including the progress check between the ages of two and three, is utilised well. this means the childminder has an accurate view of how well the children are progressing and the impact of the activities she provides. n Children have a very positive attitude towards their learning. They are eager to join in activities and ask questions to further their understanding. The childminder also uses questions skilfully to extend children's thinking. However, there are some occasions where children ask for support with a task they may be able to do themselves. The childminder will, at times, step in and complete the task for the children. This means that children miss opportunities to explore

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need to do better?

more complex challenges. n The development of children's personal, social and emotional skills is a significant strength of the childminder. This is reflected in the consistently good levels of behaviour and how well the children play cooperatively together despite their age differences. Furthermore, children learn to challenge and question stereotypical behaviour as a result of the childminder's expert approach to open discussion. Children ask questions about boys having long hair. The childminder uses her own experiences to talk to children about how, over time, boys and/or

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need to do better?

5 August 2021 men having long her is normal. She uses this to talk with the children about their own preferences for appearance and how they might feel if someone has a negative opinion of how they looked. n Children are very well supported in their development of language. They learn complex names of dinosaurs as they play. At times, older children laugh and giggle when younger children say words incorrectly. The childminder calmly reminds them that the younger children are still learning some words and sometimes they might say things differently. This helps children understand their differences and develop mutual respect for each other's abilities. n Partnership working with other settings that children attend is effective. The childminder has built strong, professional relationships with each setting. As a result, she is able to effectively share and receive information that ensures a consistent approach to supporting all children's needs across all settings they

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need to do better?

attend. Additionally, children benefit from the childminder's longstanding partnership working with local schools. This means they are well equipped to move on to this next stage in their learning, because the childminder has a clear understanding of the schools' expectations. n The childminder ensures her professional knowledge is up to date. She regularly researches changes and updates to the requirements and uses this knowledge to inform her practice. She also works closely with other childminders to share practice and ideas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a sound knowledge of safeguarding and child protection procedures. She understands the responsibility she has to report any concerns about children's welfare or safety, this includes situations where children may be at risk of being radicalised to extremist views or where they may be drawn into gang related activity. Risk assessments are in place and effectively used to ensure children are safe.

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should:

n provide children with even further opportunities to experience and attempt the more complex challenges that they may come across in their play.

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Setting details

Unique reference number 137876 Local authority Merton Inspection number 10113747 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 6 Date of previous inspection 7 June 2019

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Information about this early years setting

The childminder registered in 1997. She lives in Mitcham, in the London Borough of Merton. The childminder cares for children between 7am and 6pm each weekday, all year. She has a 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 provider and has taken that into account in his evaluation of the provider. n The childminder and Inspector carried out a learning walk together. n The inspector provided opportunity for parents to provide feedback about the setting. n The children spoke to the inspector about what they like about their time at the setting. n The inspector observed the childminder with the children. n The inspector reviewed relevant documentation to support the inspection process.

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Inspection activities

5 August 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

5 August 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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