Mrs Jacqueline Wendy Salt

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

p.1

The provision is good

Children are happy to attend the warm and welcoming home the childminder provides. The childminder gets to know children well from the start. She gathers detailed information from parents and carers, which helps her to follow children's interests and build on their previous experiences. The childminder builds strong attachments and is attentive to children's well-being. This helps children to feel safe and secure.

p.2

The provision is good

The childminder plans a broad and exciting curriculum that encourages children to make choices and demonstrate their independence. For example, children follow good hygiene practices and learn to use spoons to feed themselves. The childminder encourages all children to extend their fine motor skills, such as by building towers with stacking beakers and creating their own Mother's Day cards. The childminder engages all children in conversations to extend their language skills. Children change dolls' clothes, and the childminder supports them to increase their imaginations as they use buggies and take the dolls for a walk.

p.2

The provision is good

Children show good levels of concentration and follow instructions well. The childminder uses praise and encouragement and acknowledges children's achievements. She claps and says 'well done', which supports children to feel proud and raises their self-esteem. The childminder demonstrates the behaviour she expects and promotes good manners. As a result, all children behave well.

p.2

need to do better?

n The childminder plans an ambitious curriculum that builds on all children's previous experiences and interests. She uses her observations and ongoing assessments to monitor children's progress and identify their next steps in learning. The childminder completes the required progress checks when children are aged between two and three years. This ensures that she notices any gaps in children's development and provides support if needed. All children make good progress from their starting points and are prepared for their next stage of learning. n The childminder places a high priority on supporting children's communication and language development. She promotes back-and-forth interactions. This encourages children to repeat words and introduces new vocabulary. The childminder provides a commentary and gives clear explanations as children play. She asks meaningful questions and gives children time to think and

p.2

need to do better?

respond. This helps children to put words together and extend their sentences. n Children learn about the importance of healthy lifestyles. The childminder encourages children to walk. Children extend their large muscles as they use apparatus to support their balance and coordination. The childminder talks to

p.2

need to do better?

26 March 2025 children about healthy food choices and encourages them to drink water. She promotes good hygiene routines and supports all children to wash their hands regularly. n The childminder works in partnership with parents. She exchanges information to support children's well-being during the day. Parents state their children are happy and settled and make good progress with their social skills and language development. The childminder shares updates on children's routines and activities. However, she does not consistently share information about children's next steps in development and ideas to continue this learning at home. n The childminder promotes a culture of diversity and inclusion. She teaches children about other cultures and religions and explores different festivals with them. Children share stories and participate in activities to deepen their knowledge. The childminder helps children to develop an understanding of

p.2

need to do better?

others in their local community and the wider world and what makes them unique. n The childminder actively promotes children's love of books. She enthusiastically shares stories and uses props to extend and maintain children's interests. The childminder recaps children's previous learning, which helps them to remember and build on their understanding. Younger children match items to pictures and increase their vocabulary. The childminder supports children to count and increases their understanding of colours and numbers. n The childminder has completed some mandatory training. However, she does not link her continued professional development to help her to identify gaps in her knowledge to strengthen her teaching skills. The childminder seeks feedback from parents. However, she does not use this information effectively to help her to evaluate her practice and make further improvements to benefit the children

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 extend partnerships with parents by sharing their children's next steps in development and ideas to continue their learning at home to promote a consistent approach n strengthen professional development and evaluation of practice to identify and address any improvements to raise the quality of education further.

p.3

Setting details

Unique reference number 138135 Local authority Merton Inspection number 10380788 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 1 Date of previous inspection 24 June 2019

p.4

Information about this early years setting

The childminder registered in 1992. She lives in Tooting in the London Borough of Merton. The childminder provides care for children all year round, from 8am to 6pm, Monday to Thursday, except for bank holidays. The childminder has a childcare qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector carried out a learning walk together to discuss the childminder's curriculum and intentions for the children's learning. n The childminder and the inspector carried out a joint observation and discussed the impact this has on the children's learning. n The inspector spoke to parents, read written reports and took account of their views. n The inspector held discussions with the childminder about safeguarding and how she evaluates her practice. n The inspector looked at relevant documents, including the childminder's paediatric first-aid certificate, qualifications, insurance and suitability checks.

p.4

Inspection activities

26 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

26 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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