Nalibe Yimblibe, Richard

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

The childminder provides children with plenty of care and attention. He is dedicated and enthusiastic, which ensures that children thrive and feel a sense of belonging. The childminder provides a well-organised and stimulating environment. He creates a curriculum built around the individual children's interests and what they need to learn next. For example, when children show curiosity in equipment that moves, the childminder spends time exploring this with them. He goes on to provide them with other resources that also move, which thoroughly captures the children's attention.

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The provision is good

The childminder develops strong partnerships with families from the start. He has well planned, flexible induction arrangements that are based on the needs of his families. The childminder is mindful in how he interacts with children who are still settling. He follows their lead to help them feel secure. For example, younger children like to keep their coat on when they start exploring the environment. The childminder is considerate of this and does not rush the process of taking coats off. The childminder is a positive role model for children and, as such, the behaviour of children is good.

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The provision is good

The childminder ensures that children have good opportunities to explore, learn and have fun. For example, children enjoy walking to the local park, where they develop their physical skills. This supports children's physical health and well-being while learning about the wider world.

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need to do better?

n The childminder reflects on his provision. He creates strong partnerships with other professionals and engages in continuous professional development to extend his knowledge and skills. For example, recent training around following children's style of learning has strengthened his confidence in his approach to delivering the curriculum and to following the lead of the children. n The childminder provides children with age-appropriate activities that support their development well. Children are fascinated by the magnetic blocks and what happens when they connect them together. Younger children show an interest in letters and sounds and confidently identify and name the letters that they see on the wall. The childminder then encourages them to name the letters that are on his jumper. However, he does not always incorporate other areas of learning, including mathematical concepts as much as possible, such as counting and

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need to do better?

shape. n The childminder knows the children well. He talks in depth about what children are learning and what they need to learn next. For example, through observations, he understands that some children will benefit from more time

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need to do better?

12 September 2024 outside to help them develop their physical skills and awareness of their surroundings. n Parents are very positive about the childminder's provision and the care their children receive. They comment on how much their children have learned in a short space of time. They feel the childminder communicates well and, together, they share information with each other to create a strong partnership. n Children's communication skills are developed effectively. During playtime and exploration, there are plenty of discussions, and the childminder clearly repeats words back to the children, which encourages them to communicate. Overall, teaching is good. The childminder is clear about what he wants children to learn and why. However, on occasions, he does not always extend and expand on children's learning as much as he could. For example, during walks within the local community, children enjoy feeling the leaves on the trees and the colours

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need to do better?

they can see. They show an interest in their environment. The childminder does not consistently build on these interests as much as possible to support children's critical thinking skills even further. n Children learn about healthy eating and healthy lifestyles. The childminder provides healthy snacks, such as fruit, and ensures that children have access to fresh water. He supports parents in how to prepare healthy lunches for children to bring in. Children are independent, and they enjoy doing things for themselves. For example, children show determination as they peel their own banana at snack time. n The childminder supports children's physical development well. For example, during the walk to the park, children show great enjoyment as they balance on a low-level wall, while holding the childminder's hand. The childminder is encouraging, as he teaches children the best approach to climbing up the

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need to do better?

climbing frame. He offers praise and support but gives children the opportunities to practise in their own way. He fully participates in children's play. For example, they smile and laugh as they come down the slide together.

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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 how mathematics is implemented through the curriculum so that children develop their understanding of number and shape even further n improve the quality of interactions to give children more time to develop their critical thinking skills and extend their learning even further.

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Setting details

Unique reference number 2672228 Local authority Southwark Inspection number 10350705 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Peckham, in the London borough of Southwark. He operates all year round, from 7am to 6pm, Monday to Sunday, except for family and bank holidays.

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Inspection activities

n The childminder spoke to the inspector about his intentions for children's learning. n The inspector observed activities, indoors and outdoors, and assessed the impact these have on children's learning. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation, including the childminder's first- aid certificate.

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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

12 September 2024 12 September 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

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