Childminder in Lambeth

Inspection date

Previous inspection date 8 January 2016 4 January 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides a wide range of interesting and stimulating activities and experiences in her home. She also takes children to a variety of places of interest in the local area and beyond, to further support their learning.  Children are well supported in their learning. The childminder accurately tracks their progress, identifies gaps and plans for their next steps in learning. Overall, the quality of teaching is good.  The childminder and her assistants place a strong focus on children's emotional well- being and communication. They develop caring relationships with them and act as good role models.  The childminder effectively keeps her knowledge and skills up to date through training and regular discussions with other early years practitioners.  Communication between the childminder, her assistants and parents is generally very effective. Parents are fully informed of activities and experiences provided for the

p.1

This provision is good

children through a daily diary and quarterly newsletters.  Behaviour is good. Children play well together and develop good social skills.

p.1

It is not yet outstanding because:

 Arrangements to monitor the professional development of assistants are not fully robust in ensuring that training and mentoring is as precisely targeted as possible.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend further the arrangements to monitor staff performance to more precisely identify development and training needs, to continually improve the quality of teaching and care.

p.2

Inspection activities

 The inspector looked at relevant documentation, including the childminder's self- evaluation, policies and children's assessment folders.  The inspector observed interactions between the childminder, her assistants and the children.  The inspector looked at the quality of the learning environment.  The inspector read references and comments from parents and took account of their views.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder accurately identifies her strengths and priorities for improvement. She seeks the views of parents through questionnaires and acts on their suggestions. Children's interests are taken into account as the childminder buys new toys and plans outings. They talk excitedly about recent events and activities as they look at photographs of themselves displayed in the playrooms. The childminder observes her assistants and advises them of ways to improve their practice as they interact with children. However, her arrangements to monitor their overall professional development and target training and mentoring are not as effective as possible.

p.3

Quality of teaching, learning and assessment is good

The childminder plans activities that support learning across all areas and learning is embedded into routines throughout the day. All staff contribute to planning as they reflect on, and discuss, activities at the end of each week. Children find out about the natural world during outings to the park and while playing in the garden. For example, staff point out rainbows in the sky as they appear and children delight in watching squirrels in the garden. Parents are encouraged to contribute to assessments; for example, they fill in speech bubbles, outlining what children do and are interested in at home. The childminder provides a loan scheme of resources to support children's learning at home. Next steps in children's learning are shared with parents and they have regular opportunities to look at their children's folders and discuss their progress.

p.3

Personal development, behaviour and welfare are good

Children form secure attachments to staff, who respond warmly and support their overall well-being. Children behave well. The childminder uses story books as one of her methods to support children in learning to play well with each other. The childminder provides healthy snacks and meals for the children and children talk about what they like to eat. Children learn to be independent. For example, they manage their personal hygiene and cut up their food. The childminder promotes respect for other cultures and disabled people well. Children explore toys and books that reflect diversity. Children also have opportunities to taste food from different cultures and visit places of interest during cultural celebrations. For example, they have visited China Town during Chinese New Year and took photographs of the decorations in the streets. Parents praise the childminder for her respect for families' religious beliefs.

p.3

Outcomes for children are good

All children work within the expected stages of development for their ages. They make good progress towards the early learning goals. Children are enthusiastic, motivated learners and are prepared well for their further learning.

p.3

Setting details

Unique reference number EY430105 Local authority Lambeth Inspection number 823565 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 3 Total number of places 10 Number of children on roll 8

p.4

Name of provider

Date of previous inspection 4 January 2012

p.4

Telephone number

The childminder registered in 2011 and lives in the London Borough of Lambeth. She works with three assistants at different times throughout the week, one of whom is her husband. She operates her service from 7.30am to 6pm, Monday to Friday, all year round.

p.4

Telephone number

This inspection was carried out by Ofsted 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.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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.

p.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5