Childminder in Lambeth

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children feel safe and secure in the care of this friendly childminder. The childminder spends time getting to know children before they start. She builds strong relationships with children and their families. Children seek the childminder out for play, praise and comfort. They clearly enjoy each other's company.

p.2

The provision is good

Children behave well and demonstrate kindness. For example, they pretend to gently bath and cuddle dolls. The childminder models the behaviours she expects and children know the routine well. Children spontaneously put their shoes and coats away as soon as they return from outside play, then go to wash their hands without being prompted.

p.2

The provision is good

The childminder provides children with daily opportunities for being active, indoors and outdoors. Children enjoy going through a tunnel in the playroom, as well as jumping in puddles, running in the local playground and moving around obstacles. This helps to develop children's health and well-being while fostering their physical skills.

p.2

The provision is good

Children independently access books from the selection that the childminder makes available for them. They quickly become engrossed in books, pretending to read and pointing at pictures. Children show concentration and enjoyment as they listen and join in at story time.

p.2

need to do better?

n The childminder has clear intentions for children's learning. She uses regular observations to assess children's development, identify any gaps and the next steps in their learning. The childminder works with parents and other professionals to make sure that all the children in her care, including children with special educational needs and/or disabilities, make the best possible progress. n The childminder promotes children's communication and language well. She joins children's play and offers a narrative of what they are doing. The childminder models language through repetition and consistently uses descriptive and mathematical language. She introduces new vocabulary through songs and stories and speaks clearly to children. n The childminder is a good role model. She is calm and consistently praises children's achievements. This supports children's positive behaviour and also helps to build their self-esteem. The childminder supports children to take care

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need to do better?

of the environment and to learn good manners. For example, she encourages children to help to tidy up toys once they have finished playing with them. When she serves children their snack, the childminder says 'please' and 'thank you' and

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need to do better?

8 February 2024 allows time for children to repeat these words. n The childminder provides nutritious home-cooked meals, catering to the needs of all children. She encourages children to keep hydrated throughout the day. This fosters healthy habits. n Children have access to a range of activities that support their understanding of the local community and the wider world. For example, they regularly visit the local library and parks, as well as taking trips further afield, such as to the theatre. n The childminder helps children to solve problems for themselves and asks questions to encourage children to think of a solution. For example, when children cannot fit the doll back into the pushchair, the childminder encourages them to work out what they should do with the buckle. This supports children's independence and thinking skills. n Parents praise the childminder's communication and her skills in helping their

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need to do better?

children to make progress. They comment that the childminder treats their children like they were her own and they appreciate that she is mindful of each family's circumstances. n The childminder provides children with a good range of activities and resources that support their interests and needs. Children build their small muscles while squeezing wet sponges. However, some resources, especially mark-making equipment, are not readily available to encourage children to practise their early writing skills further. n The childminder is passionate about her role and reflects on her practice effectively to improve children's outcomes. For example, she made some positive changes in the play area to make sure that children have a calmer corner to go and play in if they feel overwhelmed. In addition, the childminder ensures that all mandatory training is updated to help her to keep children safe.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enable children to explore mark making independently throughout the day, such as by reviewing the organisation of some resources.

p.3

Setting details

Unique reference number 2637089 Local authority Lambeth Inspection number 10305293 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 4 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021. She lives in Stockwell, in the London Borough of Lambeth. The childminder provides care from 8.30am until 6pm, Monday to Thursday, throughout the year, except for family holidays. She holds a childcare qualification at level 5.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder and the inspector discussed how the childminder organises her early years setting, including the aims and rationale for her curriculum. n Parents shared their views on the setting with the inspector through written statements. n The inspector observed the interactions between the childminder and children during activities. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

8 February 2024 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

8 February 2024 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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