Omolade Adeniyi

Overall effectiveness Good

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

p.1

The provision is good

Children very quickly develop strong bonds with the childminder and her assistants. They show that they are extremely settled and happy. Children benefit from a well- organised environment, where they can access materials and tools easily. This helps them develop a good level of concentration for long periods of time. Children have regular opportunities to build on their vocabulary, especially through stories and rhymes. They show they remember stories they have heard, such as naming the fruits a caterpillar eats on different days of the week. They develop the skills they need to prepare them well for school.

p.2

The provision is good

The childminder has high expectations for children's behaviour. Children increasingly talk about and learn to manage their emotions. For example, they develop empathy when listening to a story about the moon being lonely. Children begin to understand the rules and expectations of the setting and how to make friends. They are encouraged to share toys when the childminder uses a short phrase, 'sharing is caring'. Children display high levels of independence and emotional well-being. They feel confident, safe and secure.

p.2

need to do better?

n Partnerships with parents are good. Parents comment that they are well informed about their child's day and what they need to learn next, which supports their learning at home. The childminder and her assistants know their key children well. They work closely with parents right from the start, to identify children's starting points to help plan the curriculum. Overall, the childminder plans a variety of enjoyable multisensory activities to help children meet their learning intentions. Children add cereal to their play dough to make faces expressing different emotions. Visual pictures aid children's communication and help them identify and name the emotion they have created, such as 'jealous'. The childminder tells younger children that Paddington Bear is 'happy', teaching them the language of feelings through everyday discussion. n The childminder has created an extremely stimulating learning environment in

p.2

need to do better?

her garden. Children develop excellent physical skills. For example, they jump on the trampoline and throw balls into coloured holes made in the top of a cardboard box. Children have lots of opportunities to explore mathematical concepts throughout the environment. For instance, they sort and match different coloured wooden fruit to coloured boxes. However, on occasions, the childminder and her assistants do not fully plan to challenge children's individual abilities and extend their learning even further. Therefore, children do not develop their thinking skills fully. n Children develop an immense sense of self. For example, when they start with the childminder, photos of the children are creatively added to a tree on the wall

p.2

need to do better?

4 November 2021 with a short description of their personal qualities. Therefore, children learn extremely well about the similarities and differences between themselves and others and understand what makes them truly unique. Furthermore, cleverly computer generated place mats showing children's faces help them develop a very strong sense of belonging. They feel exceptionally emotionally secure during daily routines. n The childminder works closely with parents to meet children's dietary needs. She provides a wide variety of nutritious meals to teach children about making healthy food choices and to promote good oral health. Children are extremely independent. For example, they serve themselves at snack time and manage their own personal care needs, including wiping their own nose, toileting and handwashing. n Children benefit tremendously from going on a wide range of outings to widen their cultural awareness and learn about the community in which they live. The

p.2

need to do better?

childminder and assistants take children to the library so they can choose their own books, which supports their confidence in new social situations. They take children to the local park and give them experiences of riding on buses and trains to learn about the wider world around them. n The childminder and her assistants attend training to upskill their practice. Her assistants benefit from regular staff meetings and supervision to receive advice about how to develop their skills even further. The childminder reflects effectively on her practice. She gains feedback from her assistants, parents and children to identify her strengths and weaknesses, so she can continually improve.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants understand their responsibilities for safeguarding children. They know the signs and symptoms that might indicate a child is at risk of harm. The childminder is clear about her reporting procedures and who to contact for advice. She has undertaken training to keep her knowledge up to date and is aware of the wider child protection issues, such as radicalisation and extremism. The childminder and one assistant have a current paediatric first-aid certificate. They talk to children about how to keep themselves and others safe, such as when mopping up some spilt water from the water dispenser. Risk assessment is effective.

p.3

should:

n strengthen planned activities further to consistently build on and challenge the emerging abilities of the children taking part.

p.3

Setting details

Unique reference number EY559463 Local authority Kent Inspection number 10190408 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 18 Number of children on roll 12 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Dartford, Kent. The childminder provides care Monday to Friday all day and for most of the year, with the exception of bank holidays and planned family holidays. She works with two assistants. The childminder receives the early years funded entitlement for two-, three- and four- year-old children.

p.4

Inspection activities

n This is the first routine inspection the setting has received since the COVID-19 pandemic. 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 childminder walked the inspector around her home to understand how the early years provision and the curriculum are organised. n The inspector carried out joint observations with the childminder. n The inspector held discussions with the childminder and her two assistants at appropriate times during the inspection. n The inspector looked at a sample of documents. This included the safeguarding children's policy and complaints procedure.

p.4

Inspection activities

4 November 2021 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.4

Inspection activities

4 November 2021 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