Manziala, Tina Lembusa

Manziala, Tina Lembusa

Unique reference number (URN): 2764992 Address: 68 Pettacre Close, LONDON, SE28 0GX Type: Childminder Registered with Ofsted: 27/12/2023 Registers: EYR, CCR, VCR Registered person: Manziala, Tina Lembusa

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Children make progress from their starting points and develop key skills across areas of learning. They show increasing confidence in their physical development, moving independently and exploring resources with curiosity. Children begin to communicate using emerging language, including single words, such as 'purple' and 'more', alongside sounds and gestures to express their needs and interests. They engage in familiar activities and demonstrate enjoyment as they explore and practise new skills.

p.2

Achievement Expected standard

Children develop early knowledge through meaningful experiences. For example, they recognise and name familiar items when exploring picture resources, such as identifying foods including cucumber and banana. They show interest in books and images and begin to link words to meaning.

p.2

Achievement Expected standard

Children are developing the foundations needed for their next stage of learning. They show growing confidence, curiosity and willingness to engage in activities. In addition, while children develop early number awareness, their broader mathematical understanding, including experiences that support their awareness of shape, space and measure, is less well developed.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and positive environment where expectations for behaviour are appropriate to children's age and stage of development. She uses a warm and reassuring approach, which helps children to feel secure and supported. Children respond positively to her interactions and show enjoyment during activities. They develop positive relationships with the childminder, approaching her for support and engaging in shared play.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to begin to understand routines and expectations. For example, children are encouraged to actively take part in transitions and changes to routines, such as moving between activities and preparing for mealtimes. The childminder uses consistent language and gentle prompts to guide behaviour, which helps children begin to understand what is expected of them. She responds appropriately to children's individual needs and adapts her approach to support their stage of development.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show developing attitudes to learning. They engage in activities of interest, explore resources and demonstrate curiosity. The childminder supports children to begin to manage simple tasks, such as participating in routines, and provides encouragement to support their engagement. Attendance is promoted through regular communication with parents, and the childminder follows up on absences to ensure children's wellbeing. However, expectations for children's active participation in routines are not yet consistently embedded. At times, children are not fully supported to complete tasks independently, such as tidying away resources, which means opportunities to develop their responsibility and independence are not consistently maximised.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides care that meets children's individual needs and supports their overall wellbeing. She gathers detailed information from parents about children's routines, such as children's sleep and feeding, and uses this to ensure continuity of care for children. Daily routines are organised to support children's comfort and security. For example, children follow familiar patterns for meals, rest and play, which helps them feel settled and confident in the environment.

p.3

Children's welfare and wellbeing Expected standard

The childminder develops secure and responsive relationships with children. She offers reassurance and comfort, such as through close interaction during children's personal care routines, which helps children feel safe and supported. Children respond positively to her care and show that they feel secure in her presence.

p.3

Children's welfare and wellbeing Expected standard

The childminder supports children's understanding of health and wellbeing. She encourages healthy eating by working with parents to provide balanced meals and snacks and promotes good hygiene through daily routines, such as handwashing. She also supports children to recognise and express their emotions, for example by using visual prompts to help children identify how they feel. This helps children begin to develop emotional awareness. However, care routines do not always consistently support children to take an active role. For example, during mealtimes, children are not always supported to independently manage aspects of their feeding, which means opportunities to further develop their self-care skills are not fully embedded.

p.3

Curriculum and teaching Expected standard

Overall, the childminder designs a curriculum that reflects children's starting points and focuses on supporting their communication, independence and readiness for their next stage of learning. She gathers information from parents and uses her knowledge of child development to identify what children know and can do, and what they need to learn next. She carries out ongoing assessment to help sequence children's learning and identify gaps.

p.3

Curriculum and teaching Expected standard

Generally, the childminder prioritises children's personal, social and emotional development and communication. She models language and introduces vocabulary during activities, such as naming colours as children make marks and labelling familiar objects when children explore picture resources. For example, she names items, such as cucumber, banana and carrot, as children point to them, helping to build children's early vocabulary. She supports children's engagement through familiar routines and activities that reflect their interests, including sharing familiar books and modelling how to use resources, such as showing children how to turn puzzle pieces to fit.

p.3

Curriculum and teaching Expected standard

The childminder uses assessment to inform her teaching and adapts activities to meet children's developmental stages. She supports children to explore resources and develop early skills, such as demonstrating how to use a pencil and guiding children as they attempt to manipulate tools. She describes how she would make adaptations for children who may face barriers to their learning, including using visual prompts and adjusting activities to support children's understanding. The childminder's teaching is not yet consistently implemented to fully support children's learning. Interactions are sometimes led by the childminder, and she follows her questions with immediate answers, which means children are not always given sufficient time to think and respond. In addition, while opportunities for mathematical development are introduced, these focus mainly on counting, such as encouraging children to count aloud, and do not

p.3

Curriculum and teaching Expected standard

consistently include broader aspects, such as shape, space and measure.

p.4

Inclusion Expected standard

The childminder creates a welcoming environment where children and their families feel valued. She gathers detailed information from parents when children start, including routines, interests and background information, and uses this to organise care and learning experiences. She works in partnership with parents, sharing information about children's development and discussing strategies to support their progress.

p.4

Inclusion Expected standard

The childminder demonstrates an understanding of how to identify and respond to children's individual needs. She explains how she uses observation and assessment to identify any emerging gaps in children's development and how she would work with parents and external professionals, where appropriate, to seek additional support. She adapts aspects of her practice, such as using visual prompts to support children's communication and emotional understanding, to help children access the curriculum.

p.4

Inclusion Expected standard

The childminder promotes inclusion through her curriculum. She introduces children to diversity, such as through the use of role play resources, maps and discussions about different cultures, helping children to develop an awareness of the wider world. She also demonstrates an understanding of how she would use early years pupil premium funding to support children's development and review its impact. However, adaptations to support children's full participation in learning are not yet consistently embedded.

p.4

Leadership and governance Expected standard

The childminder demonstrates an organised approach to managing her provision and meets the statutory requirements of the early years foundation stage. She maintains required documentation, such as attendance records, policies and children's records, and has taken appropriate action following previous concerns.

p.4

Leadership and governance Expected standard

The childminder understands her strengths and areas for development and takes steps to improve her practice. She engages in professional development, including training in safeguarding, for children with special educational needs and/or disabilities and the early years reforms, and uses this to inform her practice. She works in partnership with parents, sharing information about children's progress and care, and maintains communication with other settings children attend to support continuity in children's learning.

p.4

Leadership and governance Expected standard

The childminder has identified priorities to strengthen aspects of her practice, including supporting children's independence and extending their learning opportunities. However, these priorities are not yet consistently embedded across daily practice. As a result, teaching and care routines do not always provide sufficient opportunities for children to take an active role or to fully extend their learning. The childminder demonstrates appropriate understanding of safeguarding procedures and knows how to report concerns to relevant agencies. She reflects and takes steps to reduce risks to children in her home and out in the community. This shows an awareness of her responsibility to maintain a safe environment for children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children experience a warm and nurturing environment where they feel safe, welcomed and valued. The childminder builds secure relationships with children and responds sensitively to their needs. Children approach her with confidence, seek reassurance when needed and show enjoyment in their play. A carefully planned settling-in process helps children to build beneficial attachments from an early stage. Parents express high levels of trust and describe their children as happy and settled, reflecting the strong sense of belonging children develop.

p.6

What it's like to be a child at this setting

Children enjoy their learning and engage in activities that reflect their interests. The childminder joins children in their play, models language and introduces new vocabulary during activities, as children make marks, explore sensory play and share familiar books. For example, children explore resources such as pens, puzzles and sensory materials and begin to use words such as 'purple' and 'more' to communicate. They benefit from regular outings within the local community, including visits to parks, libraries and children's centres, which support their physical development and broaden their experiences of the world.

p.6

What it's like to be a child at this setting

Children achieve as they make progress from their starting points. They develop confidence in moving independently, explore resources with curiosity and begin to communicate using emerging language and sounds. The childminder identifies children's starting points and works in partnership with parents to support their development. This helps children to build the knowledge and skills needed for their next stage of learning.

p.6

What it's like to be a child at this setting

Overall, children begin to develop independence through everyday routines. They choose resources, attempt to take part in activities and respond to encouragement to manage simple tasks. The childminder supports children to understand their emotions, for example by using visual prompts to help them recognise and express how they feel. This supports children to develop confidence and emotional awareness.

p.6

What it's like to be a child at this setting

Overall, children benefit from consistent care, positive relationships and a range of experiences that support their development and help them to feel secure and included.

p.6

Next steps

The childminder should ensure that resources and daily routines consistently support children to take an active role to improve their independence and self-help skills. The childminder should ensure the curriculum includes sufficient opportunities for children to explore shape, space and measure to enhance their mathematical development. The childminder should give children more time to think and respond during interactions to improve their communication and language skills.

p.6

Address:

Registered person: Manziala, Tina Lembusa

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

About this inspection

The inspector spoke with the childminder, children and considered written feedback from parents/carers during the inspection.

p.7

About this inspection

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.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

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.8

Urgent improvement

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.8

Urgent improvement

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

p.9

Urgent improvement

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

p.9