Childminder EY430105

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

p.1

The provision is good

Children are happy, confident and well settled in the care of the childminder. They feel safe and secure, which is evident in their engagement with visitors and independence in choosing play activities. The childminder thoughtfully arranges the environment to reflect children's interests and developmental stages. This includes dedicated indoor and outdoor areas. Behaviour and house rules are displayed and reinforced throughout daily routines. These include taking turns, sharing, politeness and following rules. Older children demonstrate care as they hold younger children's hands and support them during tidy-up times.

p.2

The provision is good

The curriculum is guided by children's individual next steps in learning. The childminder and her staff support children's learning through child-led play, asking questions, narrating experiences and introducing new vocabulary. For example, during autumn treasure hunts, children explore natural resources and are supported to extend their learning through related books, songs and props. Creative activities, such as exploring dinosaurs, encourage children to describe textures, name species and discuss preferences. Children also engage in charity and community activities, including celebrating World Book Day, den building and fundraising events, which helps to develop children's empathy towards others and social awareness. The childminder and her staff use praise effectively. This helps to boost children's self-esteem and confidence. Children are proud of their achievements and engage enthusiastically in learning.

p.2

need to do better?

n The childminder works closely with her staff to observe and assess children's development on a regular basis. These observations inform planning, ensuring the curriculum is tailored to each child's individual needs and next steps in learning. Parents and carers are kept well informed through daily updates, photos and discussions about their child's progress. A strong focus is placed on supporting older children to develop the skills they will need for a smooth and successful transition to school. This includes building on their communication, early literacy, mathematics and social confidence. n The childminder plans a rich range of outings that extend children's learning. For example, during a topic about people who help us, children visited the local fire station. This experience enhanced their understanding of community roles and developed their curiosity. Children were encouraged to ask the firefighters

p.2

need to do better?

questions and discussed what they observed, building on their communication skills. n Children visit the library weekly, which broadens their access to books and supports their early literacy. The childminder provides books linked to children's interests, such as dinosaurs. She encourages children to compare the books with

p.2

need to do better?

24 September 2025 the dinosaurs in their play area. The childminder helps children learn new words, such as triceratops and stegosaurus. This supports their vocabulary development and helps children become confident communicators. n The childminder supports children's independence in self-care. At mealtimes, children collect cutlery, pour drinks and feed themselves. The younger children also demonstrate independence as they are given opportunities to scrape their plates and help tidy up. Positive praise from the childminder and her staff help to build children's confidence and practical skills. n The childminder weaves counting into daily routines. She encourages children to count objects and identify quantities, when she reads them books. This helps to develop children's early mathematical understanding, such as to recognise numbers and to apply counting skills in everyday contexts. n Parents report that their children thoroughly enjoy attending the setting. They

p.2

need to do better?

value the regular updates, photos and observations shared by the childminder about their child's progress and learning. This strong partnership between the childminder and families ensures continuity between home and setting. n The childminder plans themed group activities, such as asking children to collect and discuss autumn leaves, helping to build on their prior learning and support the development of social skills. These activities are designed to encourage children to take turns, listen to one another and share resources cooperatively. At times, some children become excited and speak out of turn. The childminder and her staff do not consistently reinforce expectations or provide strategies to help children strengthen their listening and attention skills. As a result, some children do not always remain fully engaged or participate to their full potential in the sessions. n The childminder strengthens her provision through collaboration with external

p.3

need to do better?

professionals, parents, staff and children. She supports her well-trained staff, who welcome and appreciate the wide array of training opportunities on offer. This has had a positive impact on the quality of care and education provided. Children benefit from a well informed and confident team, which enhances their learning experiences, progress and enjoyment.

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 support children to build further on their listening and attention skills during group activities.

p.3

Setting details

Unique reference number EY430105 Local authority Lambeth Inspection number 10398318 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 23 Date of previous inspection 15 October 2019

p.4

Information about this early years setting

The childminder registered in 2011. She lives in Streatham, in the London Borough of Lambeth. She works with five assistants at different times throughout the week, one of whom is her husband. The childminder operates from 8am to 6pm, Monday to Friday, all year round. The childminder holds a relevant childcare qualification at level 5. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector around the premises. She discussed how she ensures that they are safe and suitable and how she implements the curriculum. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the quality of education during the inspection and assessed the impact on children. The childminder evaluated children's learning with the inspector. n Parents shared their feedback with the inspector. n Children interacted and spoke to the inspector. n The inspector looked at relevant documentation that the childminder shared. n The childminder and the inspector held leadership and management discussions throughout the inspection.

p.5

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.

p.5

Inspection activities

24 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6