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 are cared for in a homely, safe and welcoming environment. They are happy and settled in the childminder's care. Children are inspired to learn through her stimulating curriculum. They enjoy the time they spend with the childminder and become engrossed in the varied and entertaining activities they take part in, which reflect their interests and development needs. This helps to prepare them well for their eventual move on to school. Children are encouraged to have a positive sense of self and take part in activities that help to promote their self- esteem. They create amazing self-portraits with balloons and paper mâché. Children use skin-tone paints and materials for hair to express their uniqueness.

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The provision is good

The childminder has high expectations for every child and instils positive values. Children's behaviour is good. They are polite, considerate and understand boundaries. For example, they use 'please' and 'thank you' without prompting. Children's social skills develop well through regular meetings with friends at local groups. During snack time, children make healthy choices as they discuss their favourite fruits and vegetables. They develop independence as they make choices about their snacks and peel their own bananas.

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need to do better?

n The childminder closely observes and assesses children's development and achievements. She uses this information to identify meaningful targets that help children to successfully progress across all areas of learning. The childminder shares this information with parents to promote continuity in children's learning. n Children are developing an effective understanding of the world as they go on regular outings in the local community. For example, children visit the local farm to learn about animals and their habitat. They learn to appreciate the planet and play a role in preserving it by recycling. Children often take unused and empty containers to the local recycling centre. n The childminder effectively uses every opportunity to promote children's communication skills. For example, she asks open-ended questions, provides commentary, and uses flash cards to extend and build on children's existing thinking and language skills. Children are introduced to new words, such as

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need to do better?

'suckers' as they talk about the octopus' legs on the flash cards. This helps children to extend their vocabulary and become confident and skilful communicators. n Children's literacy skills are appropriate for their age of development. The childminder encourages them to make marks for purpose. For example, older children sign their names in the book of condolence for the Queen, while visiting the local library. The childminder uses print in her environment to promote children's knowledge of the alphabet. However, she provides fewer opportunities

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need to do better?

14 September 2022 for children to learn about the sounds that letters make, when they are developmentally ready for this stage. n The childminder takes children out daily to develop good physical skills. They negotiate large climbing and balancing equipment at the park. Children develop their hand-to-eye coordination and large-muscle skills as they throw beanbags at a target board. n The childminder successfully enhances children's mathematical skills. They benefit from completing puzzles and enjoy matching and sorting activities to support their problem-solving abilities. They count confidently and use mathematical language during play. The children tell the inspector that frogs have 'big' eyes. n Children take part in healthy routines. For instance, they learn about the importance of oral hygiene and how to look after their teeth. Children talk about the toothbrushes they use at home and the benefits of drinking milk.

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need to do better?

n The childminder has a programme for continual professional development. She has undertaken training, such as families under pressure, and introduction to maths and stories in the early years. This supports her to enhance her curriculum and teaching methods. n The childminder regularly reflects on her practice and values the views of the parents and the children. She provides them with questionnaires to help her to identify ways to further improve the already good provision. The childminder has good links with the local authority's early years team.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly refreshes her knowledge of safeguarding and keeps up to date with any changes to legislation. She is confident in her ability to recognise possible risks to children, including exposure to extreme views or behaviour. The childminder knows how to respond if she is concerned that a child is at risk of abuse or neglect. She completes rigorous risk assessments to ensure children are safe in the home and while on outings. The childminder teaches children about the importance of safety. For example, they take part in emergency evacuation drills and know the dangers of approaching dogs they do not know.

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should:

n increase opportunities for children to link sounds to letters to further build on their early literacy skills.

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Setting details

Unique reference number EY440088 Local authority Merton Inspection number 10219762 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 5 Date of previous inspection 9 August 2016

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Information about this early years setting

The childminder registered in 2011 and lives in the London Borough of Merton. She operates from 7.45am to 6pm, Monday to Friday, except on bank holidays. She holds an early years qualification at level 2.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The inspector observed a range of activities and interactions between the childminder and children. n The inspector spoke with the childminder and children during the inspection. n The childminder showed the inspector a range of documentation, including documents relating to the suitability of the adults living on the premises, insurance and registers. n The inspector took account of parents' written feedback as part of the inspection process.

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Inspection activities

14 September 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

14 September 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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