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 this nurturing and caring setting. They have close, warm bonds with their key persons, who comfort and reassure them when they become upset. Children show they feel safe and secure as they explore the indoor and outdoor environments independently and with self-confidence. The childminder offers a range of exciting resources and activities to engage children, and children base their play on their interests. For example, children enjoy playing with water and the childminder provides a variety of resources for them to use as they play. Children demonstrate positive attitudes to learning and remain focused and engrossed as they experiment and play in the water for a long period of time.

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The provision is good

The childminder's curriculum has a strong focus on building children's communication and language skills. Adults provide a narrative for children as they play and introduce new words. For instance, children show progress as they copy words like 'mushroom' and 'wheelbarrow' and then use them in their play. Adults also ask children questions that support children's critical thinking and problem- solving skills. For example, children find their own solutions when asked how they can move a large pile of stones from one area of the garden to another. Children communicate their wants and needs with confidence as they interact with each other and adults. They ask for 'more' food at lunchtime when they are still hungry.

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The provision is good

Adults encourage children to have good manners and model this, particularly at mealtimes. Children copy them and say 'thank you' when adults give them an item. Children are thoughtful of the needs of others and this supports them in building positive relationships with their peers. For instance, children say 'careful' to their friends when they fall over.

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need to do better?

n The childminder has an ambitious curriculum in place which is firmly rooted in the prime areas of development, and she understands what she wants children to learn. Through observations and assessments, she identifies what it is that children need to learn next. This helps children to develop the skills they require for future learning. For instance, children learn about the world around them as they plant, grow and then work together to dig up potatoes that they eat at mealtimes. n The childminder uses plenty of opportunities to introduce mathematical concepts as children play. For example, she talks to them about shape, size, measure and number. Young children practise counting toy fish. The childminder extends children's learning as they pick tomatoes by asking them, 'Can you give me the big one please?' Children develop good mathematical skills. n Generally, children behave well. They learn how to take turns and share with

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need to do better?

21 August 2023 equipment and how to work together. However, adults are not consistent in supporting children to begin to learn to manage their own behaviour. For instance, sometimes adults would talk to children about sharing and the impact of not sharing on others, and at other times, this behaviour would go unchallenged. n Children's physical health is well supported. Children grow fruit and vegetables in the garden. They pick and eat strawberries, peas and tomatoes as they play and explore and adults talk to them about the different flavours. This supports them with healthy eating. Children and babies have the opportunity to get lots of exercise and fresh air and are able to move freely around the setting, both inside and outside. For instance, babies develop their core strength as they crawl down stairs and then pull themselves up to engage in imaginative play. Children and babies make good progress in physical development.

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need to do better?

n Children learn about what makes them unique. They have family photos displayed at the setting and the childminder and her assistant help children to learn words and sing songs in languages spoken at home. This helps to build children's confidence and self-esteem and helps them feel welcome at the setting. Children learn about a variety of festivals celebrated in the community throughout the year. They celebrate important times like Christmas, Eid and Chinese New Year. This helps them begin to learn about diversity in Britain. n Children are beginning to learn to do things for themselves. For example, they take their shoes off, put items on the compost heap and feed themselves. However, there are times when adults do not consistently give children opportunities to develop their self-help skills. For instance, adults dry children's hands for them when they are wet. n Partnerships with parents are very positive. Parents say that they are happy with

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need to do better?

the levels of communication from the childminder and that the childminder keeps them up to date with children's progress. They also say that the childminder goes 'above and beyond to create a safe, nurturing and joyful environment'. n The childminder is passionate about her role in supporting children with their care and learning. She keeps her and her assistant's skills up to date. For example, the childminder has taken part in a course on outdoor learning and has developed, and continues to develop, the outdoor learning area to further stimulate children's interests and improve outcomes for them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant are aware of their role and responsibilities in terms of keeping children safe from harm. They have a good understanding of the signs and indicators of abuse. The childminder and her assistant know what to do and who to approach if they have a concern about a child or an adult. The childminder also knows what to do if someone makes allegations against herself or any member of her household. The childminder checks her indoor and outdoor environment daily for potential risks. She helps children learn how to keep

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Safeguarding

21 August 2023 themselves safe. For instance, she talks to children about why they should not put too much food in their mouths.

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should:

n develop a consistent approach to helping children understand expectations for their behaviour and the impact of what they do on others, so they can begin to manage their own behaviour n use opportunities available for children to develop their self-help skills even further.

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Setting details

Unique reference number EY495183 Local authority Merton Inspection number 10304910 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 5 February 2018

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Information about this early years setting

The childminder registered in 2016. She lives in the London Borough of Merton. The childminder operates her service Monday to Friday from 7.30am to 5.30pm, all year round, and works with two assistants. The childminder holds a postgraduate qualification in primary education.

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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 childminder. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector talked to the childminder, her assistant and the children at appropriate times during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

n Parents shared their views on the childminder with the inspector.

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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

21 August 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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