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 Good

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The provision is good

Children are happy and settled in this warm and homely environment. They develop close bonds with the childminder, who provides cuddles and affection to ensure that children feel safe and secure. The childminder builds warm relationships with children, and they feel comfortable and happy in her care. They develop the confidence to ask for her help and make independent choices about what to do. For example, they decide to bring some books to look at with the childminder and later choose to do some colouring.

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The provision is good

The childminder provides an ambitious curriculum for children. She understands what children need to learn and provides a varied range of activities and play opportunities that engage them. She adapts her activities to meet the individual needs of the children. For example, children enjoy posting pom-poms through a hole, which develops their fine motor skills. The childminder uses effective teaching methods, including demonstration, to support children's learning. She shows them how to blow bubbles to support their mouth muscles for their emerging language development. Children make good progress from their starting points.

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The provision is good

Children behave well. They eagerly take turns with the childminder when threading beads onto pipe cleaners. This means they are developing social skills and their understanding of the concept of sharing.

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need to do better?

n The childminder knows the children well. She works with parents to find out what their children can already do when they start attending and makes observations of their progress. This helps her to assess and plan for what they need to do next. The childminder fully uses all information gathered from parents through their child's time at the setting. She makes good use of both planned and spontaneous play opportunities to extend children's learning. For example, she introduces counting and shapes as children complete puzzles. n The childminder takes a kind and caring approach to supporting children in her setting. She follows their lead and allows them to make choices. The childminder keeps in mind her prior assessments of children's knowledge and skills as she plays and interacts with them. She understands the progress she wants children to make and is clear in how she will support them to achieve this.

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need to do better?

n The childminder interacts well with children throughout their play and supports their communication and language development. She is aware of the numerous ways in which to develop children's language. Children enjoy looking at books with the childminder. She sings to children, and they join in with the actions and words of their favourite songs and rhymes. However, on occasions, this activity is not organised to fully engage children whose language skills are emerging.

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need to do better?

11 June 2024 n The childminder is keen for children to leave her setting being independent. Overall, children are provided with opportunities during daily routines to be independent. For example, they choose what they want to play with. However, there are times when the childminder completes tasks for the children that they are capable of learning to do for themselves, such as helping to tidy away toys before moving on to the next activity. This does not fully prepare children for their eventual move to school. n The childminder supports children's physical skills well. She makes good use of communal gardens, and children benefit from daily outings to open spaces. This provides regular opportunities for children to be physically active. n Children have regular opportunities to explore their local community. The childminder plans activities outside of the home to give children new social experiences. They go to the local library or visit local groups to build

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need to do better?

relationships and form wider friendship groups. The childminder organises visits to the local community allotment, where children can learn how to look after plants and where food comes from. Children are developing their knowledge about the local world around them. n The childminder evaluates her practice accurately and takes steps to continuously improve. She is committed to continuous professional development to further improve the quality of care and education she provides.

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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 strengthen the implementation of the communication and language curriculum so all children engage and make the very best progress in their speaking n develop the opportunities for children to build on their independence skills.

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Setting details

Unique reference number EY499314 Local authority Lambeth Inspection number 10335721 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 1 Date of previous inspection 25 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in South Lambeth, in the London Borough of Lambeth. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays. She holds an appropriate childcare qualification at level 3. She offers funding for children aged three and four years.

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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 childminder. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The inspector observed the quality of teaching during activities, indoors and outdoors, and the impact this has on children's learning. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector looked at relevant documentation and reviewed evidence of the childminder's suitability.

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Inspection activities

11 June 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

11 June 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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