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

p.1

The provision is good

Children respond well to the childminder's extremely caring and nurturing approach. They settle quickly and are happy and display a great sense of belonging. Children have strong bonds with her and their peers. They confidently approach visitors and hand them toys. The childminder promotes children's independence and encourages them to complete things for themselves. For example, from a young age, they learn to feed themselves and use cutlery and cups unaided. Children use mathematical language through fun and exciting activities the childminder plans that embed children's interests, for instance, creating a car park with number bays for children's fascination in automobiles and favourite cars they have brought from home.

p.2

The provision is good

Children are motivated and eager to learn. They feel at home as they confidently choose what they would like to play with as they move easily around the well organised and resourced playroom. Children use their imagination and make links to their environment. They pretend to be builders and fix things around the home, singing as they become engrossed in role play. They care for each other and show consideration to one another as they help put on dressing-up resources.

p.2

The provision is good

The childminder has high expectations for children's behaviour. She teaches the children good manners and helps them to learn to respect other children as they play. For example, when children throw toys across the room, she talks to them about why it is not acceptable in a gentle and age-appropriate way.

p.2

need to do better?

n The childminder knows the children very well and has a good understanding of how they learn. She focuses her teaching to meet children's individual needs and interests as they play. The childminder joins in and introduces new concepts. For instance, as children play with cars, train tracks and roads, she skilfully talks about their local surroundings and the importance of road safety. The childminder then extends children's learning even further by incorporating books to provide more areas of interest and discussion. n The childminder promotes healthy lifestyles and involves children in learning about where food comes from. Children help the childminder to plant fruit and vegetables at her local allotment, and they learn to care for the plants. Children show great enthusiasm and accomplishment as they enjoy picking and tasting what they have grown. She encourages them to be physically active, and children have plenty of opportunities to use the equipment to balance and jump

p.2

need to do better?

in the garden. They have regular daily visits to the local park, all helping children strengthen their muscles. n Children follow good hygiene routines, such as washing their hands before

p.2

need to do better?

17 February 2025 mealtimes. The childminder promotes children's awareness of safety, especially when out and about in the local community. They learn about road safety and the importance of looking and always listening. They know they must either hold each other's hands or the pushchair at all times. n The childminder provides children with a range of experiences to enhance their understanding of the wider community. Children visit the park and toddler groups at the church. This helps children to develop social skills. They interact with a wider range of children and become confident with surroundings beyond the childminder's home. n The childminder supports children's language and communication skills well. She asks the children lots of questions. She models and uses lots of rich language and helps them to learn new vocabulary. However, the childminder has not fully explored how she can use more effective techniques to enable children to

p.2

need to do better?

further develop their language and thinking skills. Children who speak English as an additional language receive lots of support to learn new words as they play. The childminder models language and has learned lots of words in children's home languages to help them to settle and understand. n The childminder uses information gained from her observations of children to plan a range of enjoyable and interesting learning activities. She regularly keeps children's parents updated and well informed about their children's progress through regular communication, assessment, photos and video clips. n The childminder is reflective and regularly evaluates the childminding provision. She engages in professional discussion at her childminding network to share ideas and consider ways to enhance the service she provides. The childminder attends regular training to ensure that her knowledge remains up to date.

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 use a wider range of effective strategies to enable the children to further develop their language and thinking skills.

p.3

Setting details

Unique reference number EY544521 Local authority Merton Inspection number 10372561 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 5 Date of previous inspection 25 April 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Raynes Park, in the London Borough of Merton. The childminder provides care for children Monday to Friday, from 8am to 6.30pm, all year round.

p.4

Inspection activities

n The inspector spoke to the childminder and the children at appropriate times during the inspection. n The inspector observed the childminder's interactions with the children. n The inspector sampled a range of documentation, including policies, procedures and children's records. n The inspector conducted a tour of the premises used for childminding purposes. n The inspector jointly observed an activity with the childminder and discussed children's learning.

p.4

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.

p.4

Inspection activities

17 February 2025 17 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6