Childminder EY470467

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 feel happy in the childminder's home. They greet visitors with confidence and smiles. The childminder supports children to feel happy and safe. She explains her expectations throughout the day. Children know when things happen and why. This helps children to feel emotionally secure. The childminder gives children clear instructions. She teaches them positive learning behaviours, such as sitting and listening to her. Children understand the rules of the setting and behave well.

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The provision is good

The childminder teaches children exciting new skills that consider their interests. For example, the childminder plans opportunities for children to explore new sensory materials. She recognises when children have not been exposed to certain materials and how this makes them feel. She helps to build children's confidence. The childminder gently guides children and encourages them to join in. When children feel uncomfortable with new experiences, the childminder takes swift action. Children feel safe and well supported.

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The provision is good

The childminder skillfully teaches children new knowledge. For example, she helps children to identify animals and match them. Children enjoy repeating activities that build on their prior learning. They increasingly develop new language and communication skills. Children feel excited to share their achievements. The ambitious curriculum helps children to reach their milestones.

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need to do better?

n The childminder knows what she wants children to learn. She has a strong understanding of the skills and knowledge essential to young children's learning. The childminder understands how children develop and what this means for her practice. She closely considers children's individual needs. This helps children to make good progress. n The childminder assesses children's knowledge. She identifies targets for individual children based on gaps in their learning. The childminder uses this information to plan activities that extend children's learning. For example, she recognises when children want to use role play to reenact their experiences. This helps children to build on their knowledge and skills. Children enjoy their learning. n The childminder skillfully teaches children new language. She identifies key vocabulary that she wants children to learn. For example, the childminder teaches children words to describe the weather and seasonal changes. She

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need to do better?

focuses on children's pronunciation to support their speaking skills. Children can express themselves with confidence. n The childminder engages children through enriching focused activities. However, she does not consistently give children enough opportunities to explore activities

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need to do better?

18 July 2025 by themselves. For example, during their free play, the childminder directs children to use resources in particular ways. This means that opportunities for children make choices about activities and cooperate with their friends are limited. Children do not always experience setbacks without the childminder stepping in. This limits the ability of children to persevere and try hard. n The childminder supports children's mathematical skills well. For example, she helps children to count accurately and match objects to numbers. Children skilfully identify patterns. They feel excited to find out what comes next. Children develop positive attitudes to their learning and problem-solving. n Partnerships with parents and carers are strong. Parents say that their children make progress in their social and communication skills. They report that the childminder communicates with them well. Parents say that information they

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need to do better?

receive about children's next steps in learning helps them to understand how to work with them at home to extend learning. This promotes children's learning. n The childminder teaches children the importance of healthy lifestyles. She plans a well-balanced and nutritious menu. The childminder helps children to learn about what foods are good for them. She recognises that feeling satisfied and well fed helps children to feel ready to learn. This promotes children's physical health. n The childminder recognises differences between children. She celebrates the different festivals that children identify with. For example, the childminder introduces children to foods outside of their own culture. She uses these experiences to help children to develop a respect and tolerance for others different from them. n The childminder plans continuous professional develop opportunities. She links these closely with the needs of children. For example, the childminder has

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need to do better?

recently undergone training to support children with special educational needs and/or disabilities. This helps the childminder to continue to develop her skills over time.

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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 develop further opportunities for children to make choices and take the lead in their play, in order to experience setbacks and develop perseverance.

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Setting details

Unique reference number EY470467 Local authority Merton Inspection number 10394433 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 5 Date of previous inspection 4 September 2019

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Information about this early years setting

The childminder registered in 2013. She lives in Raynes Park, located in the London Borough of Merton. The childminder operates her service all year round, from 8am to 6pm, Monday to Friday. She offers government funded childcare.

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Inspection activities

n The childminder joined the inspector on a learning walk and talked to the inspector about the curriculum and what she wants children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder showed the inspector documentation to demonstrate the suitability of staff. n The childminder and inspector carried out a joint observation outdoors.

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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

18 July 2025 18 July 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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