Olayiwola, Omotayo Oluwabukola

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

Children are happy and enjoy their experiences. The interactions between the children and childminder are warm and caring. Children feel safe and secure. They play well together, and their individual needs are supported. Children are encouraged to be kind to one another and have good manners. The children are given appropriate praise to support their growing positive self-esteem. Children behave appropriately and are supported well to follow instructions.

p.2

The provision is good

Children's language and communication skills are good. Children's well-being is supported through the childminder's positive interactions and the secure attachments they have made with her. Children enjoy exploring and finding out new things. They listen attentively to the childminder, and she models good questioning skills. Children learn new vocabulary through play and listening to stories. They are encouraged to make choices and share their ideas about what they would like to play with.

p.2

The provision is good

Children explore painting the toy dinosaurs and comment 'I want to paint T-Rex.' They use a variety of tools to create patterns and different colours on the figures. Children happily explore and name the dinosaurs. The leaves, logs, rice and sand offer the children further sensory experiences. Children are curious and imaginative. They are excited to see the volcanoes and talk about them. Children are keen to ask questions and learn more through their play.

p.2

need to do better?

n Children are content and happy. The childminder knows her children well and can identify their individual needs. They have strong and secure attachments. This supports the children's learning and supports their positive well-being. Children make good progress from their starting points and the childminder knows their next steps in learning. This helps prepare children for the next stage of their education. n Children are supported to make healthy choices and develop good hygiene practices. The childminder uses songs and rhymes alongside daily routines to help them to repeat actions, such as 'Wash, wash, wash your hands' 'Dry, dry, dry, dry your hands'. At snack time, children help cut up their own bananas and choose healthy fruit. They enjoy conversations with each other and the childminder. Children are supported to be independent. However, this is not consistent and does not always best support children to challenge themselves

p.2

need to do better?

further. n Numbers and counting are part of everyday play and learning. Children count how many toy dinosaurs there are in the tray and simple addition is introduced. They are exposed to mark-making opportunities supporting early literacy skills.

p.2

need to do better?

4 July 2022 Children explore shape and talk about the texture of the logs. They comment 'It is rough'. They practise their physical skills by climbing, rolling, making shapes with their bodies, and riding wheeled toys. Children learn to manage risk for themselves in a safe way, supported by the childminder. n Children learn about the world around them through meaningful experiences. The childminder uses opportunities when visiting the zoo or on a nature walk to talk about what they see. Children are encouraged to embrace imaginative role play using books. Children listen to the story 'Three Little Dinosaurs' as they play and follow along happily with key parts of the story. The childminder and children pretend to be flying dinosaurs around the garden. Children are encouraged to repeat new words, such as 'volcano'. n Children are encouraged to freely play and explore. They are safely supported and supervised in their play. The childminder encourages children to wait, take

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need to do better?

turns and share. Learning is encouraged and extended through language. For example, when children ask for 'More milk' the childminder extends their learning by commenting 'Milk comes from the fridge, we keep it cold in the fridge.' When cutting grapes, the childminder introduces new mathematical language, such as 'whole' and two 'halves'. The childminder uses different ways of communicating and ensures that children practise these skills daily. n The childminder attends regular training and uses this learning to develop her practice. She is aware of how to support differing needs and work with other professionals. The childminder regularly communicates with her assistant to ensure they are following the same ethos. The children benefit from positive role models and adults who talk with them throughout the day. Partnerships with parents are good. They talk positively about the childminder's calm and caring

p.3

need to do better?

approach. Parents can see their children are making good progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have completed safeguarding training and keep updated with changes. They know how to keep children safe and recognise signs of potential abuse. There are procedures in place should a concern need to be reported to the local authority. The childminder is aware of issues that can affect families and how to support them. Children are supervised appropriately and taught how to keep themselves safe. The childminder manages risk and assesses the environment to check it is safe to play in.

p.3

should:

n encourage children to be even more independent in everyday tasks to challenge themselves further.

p.3

Setting details

Unique reference number EY559901 Local authority Essex Inspection number 10191358 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 3 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She operates all year round from 7.30am to 6.30pm Monday to Friday. The childminder works with an assistant. Both the childminder and assistant have a qualification at level 3. There are early years funded places for two-, three- and four-year-old children.

p.4

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 spoke to the inspector about their intentions for children's learning. n The inspector spoke to the childminder and their assistant about safeguarding. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector reviewed parent testimonials and gathered their views.

p.4

Inspection activities

4 July 2022 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

4 July 2022 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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