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 Met

p.1

The provision is good

Children are extremely happy and settled with this warm and nurturing childminder. They form secure attachments with the childminder and frequently run to her for hugs and cuddles. Children are confident to explore the environment and independently choose what they want to play with. For example, they decide to pick herbs from the garden and enjoy mixing them with water in the mud kitchen.

p.2

The provision is good

The childminder has high expectations for children. She is a positive role model and supports children to take turns and share. As a result, children are kind and considerate towards each other. They remind each other of the rules and understand the impact their behaviour has on others. Children use good manners, often without being prompted. They have good relationships with each other and play cooperatively with each other. For example, children help each other to negotiate bicycles on the track and take it in turns to push each other.

p.2

The provision is good

Children learn to be independent, even at a young age. They clean their own faces after meals. They take off their own coats and hang them up by themselves. The childminder encourages children to have a go and persevere, even if they do not manage things on the first attempt. This helps children to develop resilience.

p.2

need to do better?

n The childminder knows children very well. She plans a carefully considered curriculum based on children's interests. The childminder uses her knowledge of child development to plan resources and activities to help children make progress. For example, she recognises that children require the hand strength to pull up their own clothes during potty training. The childminder therefore provides play dough for the children to help them develop their hand muscles. However, on occasion, the intent for children's learning is not always precise. This means that not all activities consistently build on what children know and can do. n The childminder supports children's communication and language effectively. She narrates what is she is doing to help build children's vocabulary. The childminder skilfully asks them questions to help them make links to their past experiences. She sings songs throughout the day and models good language

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need to do better?

throughout the daily routines. Children are excited to choose props from a song bag and join in enthusiastically with the singing. This helps them to develop their language and hold meaningful conversations. n The childminder works in good partnership with parents. She shares daily feedback about their children's achievements and what they have been learning about. The childminder also shares strategies with parents so they can continue

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need to do better?

16 May 2023 this learning at home. Parents are grateful for the childminder's efforts and speak highly of her warmth and care. They appreciate the detailed information which she shares and comment that this helps their children to build on their skills. n The childminder teaches children early mathematical concepts. For example, she helps them cut play dough with scissors and introduces vocabulary, such as 'half'. The childminder also uses vocabulary to describe size. Children then confidently use this vocabulary in their play and delight in using words, such as 'bigger' and 'flatter'. The childminder provides children with lots of opportunities to count. This helps them to count in sequence and learn that each item counts as one. n Children benefit from using the childminder's garden every day. They use large equipment to develop their balance and strength. Children enjoy using paintbrushes to make marks with water, using their large muscles to stretch up

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need to do better?

to the top of the board. This helps them to develop their coordination. The childminder encourages children to be physically active, which supports them to lead a healthy lifestyle. n The childminder gives children simple explanations throughout their play which helps them learn how to keep safe. For example, children pretend to make a birthday cake with a candle and the childminder talks about fire safety, reminding the children about what to do around real fire. This helps children keep themselves safe.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her responsibilities in keeping children safe. She keeps her safeguarding knowledge up to date through regular training. The childminder knows the signs and symptoms to look out for which might indicate a child is at risk of harm. She also understands a range of safeguarding issues, such as risks associated with extremist views. The childminder understands the importance of taking timely action if she did have any concerns. She regularly risk assesses the environment to ensure that she identifies and removes any potential hazards. The premises are secure. This helps to keep children safe.

p.3

should:

n develop activities further to ensure that the learning intentions of the curriculum are fully met.

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Setting details

Unique reference number EY490784 Local authority Merton Inspection number 10285732 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 16 October 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in New Malden, Surrey. She works from 8am to 6pm, Monday to Wednesday, for 48 weeks a year.

p.4

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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and children. n The childminder spoke to the inspector about children's learning and development. n The childminder provided the inspector with a sample of key documentation on request. n The inspector viewed comments written by parents during the inspection and took account of their views. n Children communicated with the inspector during the inspection.

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Inspection activities

16 May 2023 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

16 May 2023 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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