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 happy, safe and well cared for in the childminder's welcoming home environment. The childminder promotes children's personal, social and emotional well-being effectively. She consistently reassures her younger children, who are apprehensive around new visitors to her home. The nurturing childminder builds strong relationships with children to help them settle and feel at ease in her care. Children's early literacy is promoted well. They enjoy making marks with a range of writing materials. Children use chalks to create lines on the chalkboard table and make horizontal marks with felt tips on paper taped to the wall. They have tremendous fun looking at familiar books independently and sharing stories with the childminder. The childminder regularly takes children to the library to look at books. This enhances children's love of literature.

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The provision is good

The childminder creates a stimulating curriculum focused on children's interests. She understands child development and uses the curriculum to build on and extend what children already know and can do. The childminder encourages children to learn about mathematical concepts through daily routines. For example, children count to 10 while washing their hands to ensure they clean them effectively. She introduces children to positional language, such as 'up, down' and 'round and round', as children play with the trains and tracks. These opportunities help to promote children's mathematical development. The childminder nurtures children, from an early age, to behave positively in her setting. They are encouraged to develop positive friendships and to play cooperatively with each other. Children's behaviour is good.

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need to do better?

n The childminder gets on children's level to interact during play and knows them well. She regularly reviews their development and uses the information, gained purposely, to plan for children's next steps in learning. The childminder uses various methods to keep parents updated of their children's progress and her curriculum. For example, she shares assessments, reports and newsletters. This helps to maintain consistency in children's learning. n Children have fun as they learn and are eager to join in with activities. They develop the skills that they need for the next stage in their learning at pre-school and school. The childminder celebrates children's achievements, and this helps to promote their self-esteem and confidence to try new things. n Children have frequent opportunities to go on outings to places of interest. This helps to promote children's knowledge of the natural world. They visit local

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need to do better?

parks for nature trails and farms to learn about various animals. Children confidently inform the childminder that cows provide milk. Their knowledge of different forms of transportation is enhanced as they take trips on trams, buses

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need to do better?

10 July 2024 and trains. n The childminder is proactive in extending children's English vocabulary through fun activities. For instance, children regularly learn new songs that are related to a current theme and are asked open-ended questions to promote their language and thinking. They are introduced to new words, such as 'millipede, slither' and 'flutter'. However, there are fewer opportunities for children who speak English as an additional language, and those that are bilingual, to hear and see their home language within the setting. n The childminder works effectively in partnership with local schools, when care is shared. She liaises with teachers to gain information about children's targets and passes on messages and information between teachers and parents. This helps maintain continuity and consistency for children's care and learning. n Children develop good early independence. They skilfully use their spoons to

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need to do better?

feed themselves healthy chicken and vegetable soup. The childminder engages them in conversation to talk to about the health benefits of their vegetables as they eat. This helps to encourage children to learn about making healthy choices. n Partnerships with parents are good. The childminder regularly shares information about children's individual targets and care needs with them, to promote consistency in children's care. Parents speak highly of the childminder's service. They comment that, 'We always feel involved and up to date with what is happening, and we trust you implicitly.' n The childminder has a positive attitude towards her continuous professional development. She makes effective use of online training to increase and maintain her knowledge of early years practice. For instance, she has extended her understanding of working with children with special educational needs and/or disabilities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n maximise opportunities to build on children's early language and communication skills by giving them more time to use, see and hear their home language.

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Setting details

Unique reference number EY536031 Local authority Merton Inspection number 10351677 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 6 Date of previous inspection 4 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Mitcham, located in the London Borough of Merton. She works Monday to Thursday, from 7.30am to 6pm. The childminder is a qualified teacher and receives funding to offer early education to children aged nine months to four years old.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector completed a learning walk of the spaces used by the children and discussed the different activities she provides to support children's learning and development. n At appropriate times during the inspection, the inspector spoke with the childminder and the children. n The inspector observed the interactions between the childminder and the children. The childminder talked about the activities she plans and how they benefit children's development. n A joint evaluation of an activity was completed with the childminder. n The inspector took account of the written feedback from parents. n A range of documents were sampled during the inspection, including training

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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

10 July 2024 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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