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 thrive in the calm, caring and homely environment. They quickly build strong bonds with the childminder, who is responsive to their individual needs and interests. Children demonstrate high levels of confidence, as they happily choose activities to explore and engage with. They enjoy many outings with the childminder. For example, children learn to socialise with friends at playgroup and the soft play centre.

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The provision is good

Children behave well in the setting. They build friendships as they play cooperatively with each other. They learn to understand rules and boundaries as the childminder reminds them of her expectations. Children show a genuine love of books. They spend time looking at books independently in the tent in the garden. The childminder joins in with this and extends this learning by asking questions about what the children can see and recognise in the story.

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The provision is good

Children enjoy being outdoors and show a keen interest about the world around them. For example, they show joy and excitement when they find snails in the garden. They study the snail in great detail, offering it water to keep it cool. They find it amusing when the snail goes back into its shell and suggest it must be playing hide and seek with them. They show good physical skills as they water the plants and flowers, carefully spraying the leaves as they do so.

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need to do better?

n The childminder works effectively with parents. Daily verbal and written communications provide parents with information about their children's care and learning needs. As a result, parents say they know their child's current progress and next steps. Parents value the wide range of activities the childminder provides for their children, particularly the creative activities. n Children are confident communicators. The childminder successfully supports all children to communicate their ideas and needs. She emphasises key words and encourages children to repeat what they hear. Children confidently talk to the inspector throughout the morning. For example, older children ask if the inspector would like to watch them splash in the paddling pool. Younger children, who have been learning about different parts of the body, enthusiastically say the word 'ankle' and point to their ankle. n The childminder assesses children's progress and carefully monitors their

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need to do better?

development. She identifies what children need to learn, making plans for each child to help them achieve their next steps. She works closely with parents, developing a two-way flow of information to ensure they can provide consistent support for children. n The childminder keeps up to date with relevant mandatory training, such as child

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need to do better?

11 July 2022 protection training. However, she understands that she has not fully considered how to continue to develop her good teaching skills, to help to further accelerate children's learning. n The childminder follows the individual needs of children throughout the day. She places a good focus on children's care routines. For example, the childminder explains to the children the importance of washing their hands to keep themselves clean. She offers a range of different fruits and she encourages children to try all these fruits when they are a little unsure if they will like them, which children happily do. The childminder encourages them to drink plenty of water. This supports children to learn about the importance of a healthy lifestyle. n The childminder has a good understanding of how children learn and develop. She uses her knowledge of what children know and can do to plan an interesting curriculum. For example, she creates an exciting outdoor environment during

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need to do better?

the hot weather. Children happily make sandcastles in the sandpit, splash in the water and serve themselves ice cream to cool themselves down. n The childminder gets to know the children and their families extremely well. This enables her to learn what makes them unique and what their interests are. She teaches children about differences and similarities in people in various ways. n Children are provided with plenty of opportunities to develop their mathematical abilities. For instance, children confidently measure stones that they collected at the beach. The childminder uses spontaneous opportunities to teach children about numbers. For example, when looking at books, she asks children to count how many animals they can see in the book.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children's well-being is at the forefront of the childminder's mind. She carries out risk assessments and minimises hazards around her home and when taking children on outings. The childminder has a clear understanding of the procedures to follow if she has a concern about a child. She is aware of the signs that children may be at risk from harm or abuse. She understands how she should handle any allegations made about herself or members of her household. The childminder undertakes relevant paediatric first-aid and safeguarding training to ensure her knowledge and skills are always up to date.

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should:

n build on opportunities for professional development to strengthen knowledge and skills to raise the quality of teaching to a higher level.

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Setting details

Unique reference number EY374711 Local authority Merton Inspection number 10219737 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 7 Date of previous inspection 9 August 2016

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Information about this early years setting

The childminder registered in 2008. She lives in Morden, within the London Borough of Merton. The childminder is available to care for children Monday to Friday, all year round.

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Inspection activities

n This was the first routine inspection the childminder 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 The inspector observed the interactions between the childminder and children throughout the inspection and evaluated the impact on children's learning. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Parents spoke to the inspector and shared their views on the setting. n The inspector viewed the safety and suitability of the childminder's home and viewed required documentation.

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Inspection activities

11 July 2022 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

11 July 2022 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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