Fasida, Oluyomi

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 is extremely passionate about providing quality care and education to children. Children are warmly welcomed into a safe and homely environment. Children are happy, settling quickly and forming strong relationships with the childminder. The childminder knows children well and understands the non-verbal cues of younger children. Recognising that children are tired, the childminder settles them to sleep with lullabies. This detail to individual care practices enables children to feel supported and secure with the setting. The childminder has high expectations of children and even the youngest children are encouraged to help tidy up. Children are taught to share with others, so they are prepared for future social relationships. Visits to the local libraries and the community centre allow children to practise their social skills with others, developing their confidence and self-esteem. The setting has house rules, such as

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The provision is good

being kind to others, which are explained to children so their behaviour is good. The childminder understands the importance of providing an inclusive environment for children. The setting has visual prompts available for children to look at as well as choice cards for selecting activities. The childminder is also learning sign language to broaden her own personal development.

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need to do better?

n The childminder has clear settling-in procedures in place. She gathers information that allows her to plan activities that will interest and distract children during the transition period. The childminder is careful to give children time and space to explore, observing them as they play. She is then able to identify what children already know and can do and what they need to learn next. This ensures that a challenging curriculum plan is put in place for each child. n The childminder sets ambitious activities for children that challenge what they know and can do. However, sometimes, the learning intention is beyond children's current level of development. For example, a leaf activity to teach children about the change in seasons was too difficult when children have no concept of seasons. The childminder needs to ensure she is building on children's existing knowledge for them to be secure in their learning.

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need to do better?

n Children have the opportunity to develop in a language rich environment. The childminder provides lots of singing activities as well as opportunities to enjoy stories. Activities are supported by a simple account of what is happening to support development of first words. For example, as children play with leaves and foam, the childminder uses words, such as soft, white, brown and hard. These show children the differences in the materials they are using and give meaning to objects. n Children are encouraged to explore the environment and make independent

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need to do better?

25 November 2021 choices over what they would like to play with. The childminder supports younger children to do this by using visual prompt cards, which show activity options. However, sometimes, too many choices are offered, meaning that children can then find it overwhelming to decide. Offering fewer choices would enable children to process the options available and respond appropriately. n Communication with parents is good. Parents are able to share in their children's achievements in real time with videos and photos sent via an app. Parents also receive verbal handovers at the end of each day and a feedback diary. The childminder meets with parents quarterly to provide a more in-depth report on their children's learning and development. n Children learn about the diverse world they live in. British values are promoted within the setting, ensuring children learn about respecting others, regardless of

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need to do better?

race, gender or religion. Children are encouraged to listen to the opinions of others and try new experiences. Festivals are celebrated to teach children about different cultures. n The childminder is committed to her own professional development. She has a clear plan of what she would like to achieve, including continuing a Foundation Degree in Early Years. The childminder has contacts with the local authority and can access advice and online training to stay up to date with changes within the early years foundation stage.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that she keeps up to date with the latest safeguarding requirements. She shows that she has a clear understanding of the different types of abuse children may be vulnerable to. The childminder understands she has a duty of care to protect children from harm and is clear about how she would report any concerns. The childminder has recently attended training around radicalisation and female genital mutilation. She teaches children how to stay safe online. Parental controls are in place to restrict access for older children using learning sites for homework. The childminder ensures parents are also aware of how to keep children safe online.

p.3

should:

n make sure that what children are intended to learn from activities builds on their current stage of development n limit the number of choices offered to children so that they are able to process the options available.

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Setting details

Unique reference number EY559750 Local authority Newham Inspection number 10191263 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in the London Borough of Newham. The childminder operates from 9am until 5pm, Monday to Friday, all year round. She holds a relevant childcare qualification at level 3. She works with her husband, who is a co-childminder.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector carried out observations of activities. n The inspector observed the interactions between the childminder and children. n The inspector reviewed relevant documentation, including the childminder's paediatric first-aid qualification and evidence of the suitability of the childminder and household members. n The inspector spoke with the childminder at appropriate intervals throughout the inspection.

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Inspection activities

25 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.

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Inspection activities

25 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.

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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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