Childminder 138111

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 creates a warm, nurturing setting where children feel happy and safe. Strong relationships are built with the children and their families from the beginning. Children are keen to share their ideas with the childminder or seek comfort from her where necessary. This promotes children feeling safe and secure.

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The provision is good

Children are excited and focused to engage in creative activities that the childminder plans. These are based on what children show interest in and what they need to learn next. The childminder has a good partnership with her local school and knows what to cover in her curriculum for children to become 'school ready'. For example, they engage well as they explore the sensory activity with mouldable sand and mould the sand in their hands to feel the texture and explore the shapes they can make. Children focus well on activities, which helps them to develop and practise their skills.

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The provision is good

There is a well-established routine in place that supports children's emotional well- being. The childminder creates a calm and positive environment where children behave politely. This is supported by specific praise that the childminder gives them, such as 'Well done, you have helped to tidy up.'

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need to do better?

n Partnerships with parents are positive, and they comment that their children develop well in their language skills. The childminder seeks parents' feedback from the start. Regular verbal feedback to support continuity in children's learning is given, alongside daily information so that parents can understand what children have been doing. These strong partnerships support children in any areas that they may find more challenging, both at home and at the setting. n The childminder helps children to develop their communication and language skills. The childminder narrates as the children explore and play, providing them with key vocabulary. For example, she says, 'We are gluing the shiny scales onto the fish.' Children try to repeat these words back to the childminder, showing that they are beginning to learn and use them in their speech. n The childminder supports children to make good progress in their physical

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need to do better?

development. Their fine motor skills develop well. For example, children are excited to use the glue spreaders to glue the scales onto the fish while developing their hand-eye coordination. Children develop physical skills, such as climbing, pedalling, steering tricycles and jumping on outdoor equipment, and they develop problem-solving skills as they use the bubble wands. The childminder also helps children to develop their understanding of the world around them by popping the different shapes, sizes and colours of soap bubbles. The childminder further extends their physical and social interactions by taking

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need to do better?

11 September 2025 children to a club called 'Play Ball'. n The childminder demonstrates a good understanding of how children learn. She helps children to learn self-care skills and develop an awareness of healthy lifestyles. She breaks down their next steps in learning to support the skills they need to meet their development milestones. For example, to help children with potty training, she supports them by encouraging them to use the potty, talks about discomfort with their nappy and encourages them to communicate their needs. These opportunities prepare children for the next stage of their learning journey. n The childminder praises children on their achievements and gives them time to explore and extend their own learning. For example, she encourages children to use either hand to control the glue spreader to feel which is most comfortable and may become the dominant writing hand. This supports children's self-

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need to do better?

esteem and confidence. n The childminder completes statutory courses and connects with her professional network to inform her of any changes. She has previously accessed training to continually support her own practice. However, she has not accessed any professional training for a while. Although she has identified areas she would like to develop, she has not yet acted on these plans. This reduces opportunities to strengthen her knowledge and enhance the quality of her practice overall.

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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 further explore professional development opportunities that will improve practice effectively.

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Setting details

Unique reference number 138111 Local authority Merton Inspection number 10407920 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 6 Number of children on roll 10 Date of previous inspection 22 January 2020

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Information about this early years setting

The childminder registered in 1990. She lives in Motspur Park, in the London Borough of Merton. The childminder operates her service from Monday to Thursday, 7.30am to 6.30pm, all year round.

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Inspection activities

n The inspector observed the interactions between the childminder and children. n The inspector and childminder carried out a joint observation of an activity. n The childminder and inspector completed a learning walk together and discussed the curriculum. n The inspector read feedback from parents' questionnaires and took their views into account. n The inspector looked at a range of documentation, such as paediatric first-aid and training certificates, suitability checks, as well as children's learning information.

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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

11 September 2025 11 September 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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