Childminder EY551661

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

The childminder welcomes children into this safe and nurturing environment. Children show close bonds with the childminder. This supports children to feel secure and settle quickly. The childminder provides a play-based curriculum that is ambitious and inclusive. She uses daily routines to help encourage children's independence, such as handwashing and putting on shoes. This helps children to gain confidence and build the skills they need for school. The childminder sets high expectations for children's behaviour and models good manners. She supports younger children to share and take turns. This helps children to develop social skills and learn to play with others.

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The provision is good

The childminder knows each child well and how to support their progress. Children are motivated to learn because the childminder plans activities that reflect their interests. There is a strong focus on communication and language, supported through songs and stories. This helps children to build their vocabulary and express themselves. The childminder provides many outdoor learning opportunities. She supports children to develop physical skills, such as climbing and balancing. Children go on regular outings to the nearby common and into central London to visit museums. This helps to broaden children's experiences and learn about where they live. Children are happy and curious learners, who all make good progress in their development.

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need to do better?

n The childminder's curriculum is planned with clear goals in mind to prepare all children for school. This includes developing children's early writing and simple mathematical skills. The childminder uses singing and story sessions to help children to listen, concentrate and remember what they hear. The childminder encourages children to use their language skills through comments and questions. During some activities, the childminder is inconsistent with her interactions, which impacts on children's ability to think and respond. n The childminder focuses on children spending time outdoors to feel happier and support their well-being. She plans outdoor play to develop children's physical skills, such as balancing and jumping. These opportunities help children to build their strength, coordination and confidence. n The childminder provides sensory experiences, including sand and water play. She supports children with special educational needs and/or disabilities well. The

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need to do better?

childminder makes adaptations to the curriculum and plans individual strategies. This helps all children to make good progress. n The childminder uses an effective key-person system to monitor every child's progress. She plans next steps in children's learning and knows how to tailor activities to meet their individual needs. The childminder makes regular

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need to do better?

7 August 2025 observations and uses these to guide activities. This supports children to have a range of learning opportunities. n The childminder has strong partnerships with parents and carers. She shares information daily and provides parents with verbal and written feedback. Parents say they feel well supported and that their children are happy. They like the food provided as it supports their children's healthy eating habits. Parents know what their children are focusing on learning. They meet with the childminder regularly to discuss their children's progress. n The childminder reflects carefully on her practice and looks for ways to improve. She attends local authority training to keep her knowledge up to date and to bring new ideas into her work. This includes information around how to best support children with additional needs. The childminder demonstrates very good teamwork with her co-childminder. This helps children to receive consistency in

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need to do better?

teaching and welfare while in her care. n Children behave well because the childminder sets clear and simple rules. She uses strategies such as 'listening ears' and redirection techniques to help children to focus. The childminder plans group activities to bring children together, with older children helping younger ones. This creates a caring and supportive environment where children learn to cooperate. n The childminder creates an organised and welcoming environment that helps children to be independent. She places toys and resources where children can reach them. Children make their own choices and follow their interests. n Children undertake projects that explore families, cultures and traditions. This supports children to learn about the world and develop respect and interest in their peers.

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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 continue to reflect on adult interactions to consistently extend children's thinking and speaking opportunities.

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Setting details

Unique reference number EY551661 Local authority Merton Inspection number 10408018 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 12 Date of previous inspection 23 January 2020

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Information about this early years setting

The childminder registered in 2017. She works with a co-childminder in Mitcham in the London Borough of Merton. The childminder has a relevant childcare qualification at level 3. She operates all year round, from 8am to 6pm, Monday to Friday. The childminder also provides wraparound and holiday care for older children.

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Inspection activities

n The childminder showed the inspector around the areas of the home used for childminding and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on how she prepares them for school. n The inspector observed interactions between the childminder and children. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector had discussions with the childminder about her understanding of how to safeguard 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

7 August 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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