Barolo Michkinis, Geany

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

The childminder and her assistants build warm and caring relationships with children. They provide lots of reassurance and gentle guidance, helping children to have fun and develop positive attitudes towards their learning. Children's early literacy skills are supported well. They have access to well-resourced and comfortable book areas in the home and the garden. Children listen intently to stories, which helps to support their growing vocabularies. The childminder organises resources in the home effectively to ensure that children can make choices about their play and learning. She clearly labels boxes to encourage children to explore their own interests and ideas. Children develop their understanding that print has meaning.

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The provision is good

The childminder provides children with good opportunities to learn about the natural world around them. They benefit from taking part in lots of activities, such as visits to local parks to go on nature walks. Children raised and fed butterflies, observing their life cycle, and then released them. The childminder has high expectations for every child. She uses gentle reminders to help children to learn the boundaries within her home. For example, the childminder encourages children to share resources and to talk nicely to their friends instead of shouting. This contributes towards children's growing understanding of the expectations for their behaviour. Children behave well.

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need to do better?

n Older children's knowledge of mathematical concepts is developing well. They understand the basic concept of addition, discussing between themselves that 'one plus one makes two'. Children's knowledge of problem-solving is supported, as they have access a broad range of puzzles. They learn how to identify shape, space and measurement as they put the pieces together. n The childminder, along with her assistants, implements a curriculum that builds on children's knowledge and skills. She adapts activities to their age and stage of development. For example, older children experiment with various textures in the mud kitchen. Younger children explore various textures in the treasure basket on a blanket with the assistant. n Children make good progress in relation to their starting points in development. The childminder takes the lead in monitoring and assessing children's development. She identifies gaps in children's learning and provides activities to

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need to do better?

strengthen these areas. n The childminder and her assistants do not consistently organise lunchtimes. For instance, staff read books to children as they eat rather than promoting healthy eating and good table manners. n The routines and emotional needs of babies are met effectively. For instance,

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need to do better?

12 July 2023 the childminder and her assistants hold them and speak to them when they are being bottle fed. This helps babies to feel safe and secure. n Children's communication and language are supported well. The childminder and her assistants talk to the children throughout the day, such as during activities like circle time, singing and story time. They model good language to promote children's growing vocabulary. Children who speak English as an additional language are supported extremely well. They can communicate in Portuguese and English to the childminder and her assistant. This supports children to become skilful communicators. n Children extend their creativity and imaginations during activities. They really enjoying making dough, which they take into the garden mud kitchen. The childminder encourages children to access spoons, pans and dishes in the well- resourced mud kitchen. Children act out what they see at home by transforming

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need to do better?

dough into a pretend pizza. They use the salt grinder to add extra 'flavour' to their dishes. n The childminder has a positive attitude towards her continuous professional development. She has completed courses on, for example, the impact of the COVID-19 pandemic on children. This supports her to enhance her teaching practice. However, the childminder has not implemented plans to support the professional development of her assistants. n Partnership with parents and other settings where care is shared is effective. The childminder and her assistants consistently receive and exchange information to complement children's learning even further. This helps to ensure consistency in children's learning across the settings. Parents comment that the childminder fosters a community environment among the children and their families.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and assistants attend regular safeguarding training. They have a good understanding of processes to follow if they have concerns about the well- being of a child or the conduct of an adult towards children. The childminder has a good understanding of safer recruitment in relation to the recruitment and vetting of her assistants. For example, she obtains references and does not leave children with unvetted staff. This helps her to make sure that staff are suitable to work with children. The childminder makes sure that her home and garden are kept free of any potential hazards to ensure the safety of children in her care.

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should:

n review and improve the organisation of lunchtimes, to promote children's

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should:

12 July 2023 understanding of healthy eating and develop their social skills further n strengthen professional development opportunities for assistants who provide wraparound care.

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Setting details

Unique reference number EY466011 Local authority Merton Inspection number 10301109 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 15 Date of previous inspection 10 January 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Morden, in the London Borough of Merton. She works alongside assistants. The childminder operates all year round, from 8am to 6pm, Monday to Thursday.

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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 childminder showed the inspector around the areas of her home used for childminding and explained how she organises the environment and the learning programmes for children. n To evaluate the quality of education, the inspector observed a range of activities and interactions between the childminder, assistants and children. n The inspector took account of parents' written feedback as part of the inspection process. n The inspector undertook a joint observation with the childminder. n The childminder showed the inspector a range of documentation, including insurance, registers, and documents relating to the suitability of the adults living on the premises. n The inspector spoke to the childminder, assistants and children at appropriate

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Inspection activities

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

12 July 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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