Childminder EY548308

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 calm and nurturing environment. Children show strong bonds with the childminder. They seek out reassurance when they are unsettled. The childminder has a play-based curriculum that is ambitious for all children. It focuses on children's interests, which helps them engage with their learning. Children show good attention when listening to stories and join in with singing sessions. This supports their early communication skills. The childminder encourages children to access puzzles, games and mark-making activities, to support their early literacy and numeracy skills. She prioritises outdoor play to support children's well-being. This includes spending time on the nearby common, where the childminder encourages children to develop their physical skills and enjoy open spaces.

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The provision is good

Children have lots of opportunities to be independent. For example, they help to set the table and choose what they want to play with. The childminder sets clear and consistent expectations for children's behaviour. She supports children to resolve conflict through gentle reminders and positive praise. Mealtimes are sociable and children demonstrate good manners. The childminder has a dog, which she uses as an opportunity to help children to learn about how to care for pets. Children are happy and make good progress in their learning and development.

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need to do better?

n The childminder has a well-designed curriculum that is focused on preparing all children for school. Children take part in daily singing and music sessions, where they develop rhythm through clapping and make up silly rhymes. This helps children to develop their listening skills. The childminder supports children's language skills through conversations, comments and questions. However, during some activities, the childminder is inconsistent with her interactions. This limits children's ability to think and respond to what they are doing. n The childminder collects information about children when they join the setting. She uses her assessments to identify children's level of development and introduce next steps in learning. The childminder makes regular observations. This helps her plan children's learning opportunities. She monitors children's progress regularly and shares information with parents.

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need to do better?

n The childminder places a focus on children developing a sense of awe and wonder. For example, she takes children to visit new places and spend lots of time outdoors. This supports children to be physically active and develop confidence. Children join in with cooking activities, using age-appropriate equipment. This helps to develop their fine motor skills and an interest in food. n Children learn how to be independent with their self-care. Older children know

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need to do better?

7 August 2025 how to use the bathroom by themselves. The childminder supports children with personal hygiene, such as handwashing and toilet training. n Parents feel well supported and comment that their children are happy in the setting. Communication is open and the childminder shares verbal and written feedback each day. Parents are happy with the range of meals and snacks provided for their children. They know what their children are learning and how to support them at home. 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 takes advice around how to support children with special educational needs and/or disabilities. The childminder recently attended a course that helped her to extend play for children in the outdoors. The childminder works effectively with her co-childminder. This helps children to experience consistency in teaching and

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need to do better?

welfare while in her care. n The childminder celebrates children's cultural backgrounds and family traditions, such as through stories, food and activities. Children learn where their peers are from by exploring different cultures and traditions. This helps children to develop an understanding of the wider world. n Children learn from each other to take turns during group activities. The childminder supports younger children to work together with their peers, for example, when building a tower. The childminder provides positive role modelling when supporting children to recognise their emotions. She has individual strategies in place to meet each child's needs. This helps children to feel safe and learn how to regulate their emotions.

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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 EY548308 Local authority Merton Inspection number 10408025 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 23 January 2020

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Information about this early years setting

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

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Inspection activities

n The childminder showed the inspector around the areas of her 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 the 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

7 August 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 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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