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 confident to explore this warm and welcoming environment. The childminder values children's choices and follows their lead as they select what to play with. As a result, children are engrossed in their learning and develop good concentration. For example, they build train tracks and create stories as they do so. The childminder supports children to solve problems as they play. When children struggle to fit a train under a bridge, the childminder points out the different sized arches and encourages children to try new ways of doing things. This helps children persevere and develop their critical thinking skills.

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The provision is good

The childminder provides children with opportunities to practise the skills and knowledge they have previously learned. Children enjoy using tweezers to sort out counters by colour and work together as a team. The childminder gently clarifies concepts when children misunderstand, helping them develop a deeper understanding.

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The provision is good

Children learn how to keep themselves safe and listen to the childminder when she gives them instructions. They practise crossing the road and understand the boundaries. The childminder's high expectations mean that children behave extremely well. When conflicts arise, the childminder calmly supports children in resolving them by offering gentle reminders about fairness and turn-taking. Consequently, children develop social skills and an understanding of acceptable behaviour.

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need to do better?

n The childminder ensures a smooth settling-in process by gradually introducing children to the setting. This helps them feel comfortable in their new environment. She gathers some information from parents about children's abilities. She uses observations and assessments to quickly identify each child's needs and interests. However, she does not obtain key words in children's home languages, which limits communication and understanding for children who speak languages other than English. n Children delight in being active. The childminder gives children freedom to explore and move their bodies. Children eagerly race each other in the park and climb large play equipment with ramps and ropes. This helps build strength and confidence. They also enjoy kicking a ball to each other, refining their coordination and gross motor skills. These experiences promote physical well- being and encourage children to develop a love for movement.

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need to do better?

n The childminder promotes healthy habits by engaging children in discussions about well-being. For example, they talk about the importance of cleaning and brushing teeth, linking it to a visit to the dentist. When children ask for a drink,

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need to do better?

7 March 2025 the childminder encourages hydration, reinforcing the idea of taking care of their bodies. These conversations help children understand the significance of maintaining good health practices in their daily routines. n The childminder effectively promotes positive behaviour. She uses clear and consistent guidance to support children in making thoughtful choices. Transitions are managed smoothly with clear time warnings, such as a five-minute reminder before leaving the park. These strategies provide consistency, helping children feel secure. As a result, they learn to regulate their behaviour. n Promoting independence is a key priority for the childminder. She encourages this through daily routines, supporting children to independently put on shoes and coats and practise self-help skills like handwashing and dressing. The childminder uses praise to celebrate children's efforts and reminds them that 'we

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need to do better?

can try!'. This helps children develop confidence and a sense of accomplishment when they manage to do things for themselves. n The childminder has strong partnerships with parents. She shares regular photos, developmental updates and next steps to keep parents informed about their children's progress. She offers tailored home learning suggestions to reinforce key skills such as potty training. However, she has not yet established working relationships with other settings children attend, limiting continuity in their learning. n Children flourish as they immerse themselves in rich and imaginative play at the childminder's setting. They take part in role-play activities such as cooking in the play kitchen. At the park, they pretend to be pirates, and the childminder happily participates, allowing herself to be 'jailed' as part of the play. These captivating narratives help foster creativity and social interaction.

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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 enhance the use of children's home languages within the setting to further support children with their emotional security and language skills n develop links with other settings that children attend to promote consistency and continuity in children's learning.

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Setting details

Unique reference number EY350670 Local authority Merton Inspection number 10380453 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 10 June 2019

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Information about this early years setting

The childminder registered in 2007. She lives in Morden, located in the London Borough of Merton. The childminder provides childcare all day on weekdays from 7am to 5.30pm, for most of the year. She holds a level 5 childcare qualification.

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Inspection activities

n The childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the childminder's interactions with children during play and daily routines. n The childminder provided the inspector with a sample of relevant records and key documentation. n Parents shared their views with the inspector. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this has had on children's learning. n Children spoke with the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 March 2025 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

7 March 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

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