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 Not applicable

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The provision is good

Children are happy and enjoy their time with the childminder. They ask the childminder for hugs and kisses, and the childminder is responsive to their needs. She sensitively seeks consent from children when carrying out care routines such as changing nappies. This supports children in learning that their choices are respected and helps them feel safe and secure.

p.2

The provision is good

The childminder delivers a curriculum that is broad. She knows children extremely well and plans fun and engaging opportunities based on prior learning and interests. For example, children excitedly wash baby dolls, carefully scrubbing them clean and learning the names of body parts as they do so. The childminder models how to be gentle with the dolls, helping children prepare for the arrival of a new sibling. Children make strong progress from their starting points and learn skills and knowledge needed for the future.

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The provision is good

The childminder has high expectations for children. She has clear boundaries and uses age-appropriate strategies to remind children of how to behave. She is patient and kind and praises children when they remember to use manners. As a result, children are considerate. For example, they offer to share their breadsticks without prompting and show concern for others if they are hurt.

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need to do better?

n The childminder supports children to become resilient by encouraging them to persevere through challenges. For example, children delight in the responsibility of getting their plates from the cupboard and then persist in carrying their plates of food to the tables. The childminder seizes every opportunity in routines and play to encourage children to do things for themselves. As a result, children develop both determination and the confidence to tackle new tasks independently. n The childminder incorporates mathematics into everyday activities to support children's understanding of numbers and measurements. For example, she names the numbers as children push the buttons on the phone, and children repeat the number names. She uses words like 'heavy' and 'light' as children fill up bowls with water. These experiences help children develop early mathematical skills. n Overall, the childminder supports children's language and communication skills

p.2

need to do better?

well. She sings spontaneous songs that relate to what the children are doing as they play. She gives children choices, giving them opportunities to practise new vocabulary. Children learn and use words like 'rummage'. However, sometimes she uses incorrect words such as 'tootsies' or 'bot-bot'. This does not support children to learn the correct pronunciation of some words.

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need to do better?

4 February 2025 n The childminder provides lots of opportunities for children to practise and build their fine motor skills. For example, children use tweezers to transfer pasta into bowls. This helps children strengthen their hand-eye coordination and dexterity. The childminder also models how to manipulate play dough and pick up small items to place in the dough. As a result, children build grip strength and control, which are needed for skills like writing. n The childminder actively shares information with parents to support home learning and foster a love of reading. She visits the library with the children and sends books home that are linked to children's interests. The childminder shares strategies with parents, such as turn-taking activities, to reinforce learning at home. This collaborative approach ensures consistency and supports children to make good progress. n The childminder encourages good hygiene practices by involving children in

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need to do better?

routines and making them enjoyable. For example, children help with tasks like cleaning the table. The childminder models hygiene, such as washing hands after cleaning noses, and creates fun, impromptu songs to reinforce the importance of handwashing. Consequently, children learn how to manage self- care tasks. n The childminder regularly takes children on outings, including visits to parks, libraries and toddler groups. These experiences help children build confidence in new environments and engage in group activities. Parents appreciate the diverse experiences their children gain, which support their social development and broaden their understanding of the world around them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n ensure the consistent use of correct pronunciation of words to further support children's communication and language development.

p.3

Setting details

Unique reference number 2694650 Local authority Merton Inspection number 10372221 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Merton, London. She operates Tuesday to Thursday, all year round, except family holidays and bank holidays.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 Parents shared their views of the childminder's setting through their written feedback. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and the children.

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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

4 February 2025 4 February 2025 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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