Akinduntire, Chima Elizabeth

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children show they feel happy and secure. They demonstrate positive attitudes towards their learning and to try new things. Furthermore, children also persevere on activities for extended periods of time. The childminder is kind and encouraging. She actively joins in with children's play and gives them encouragement and praise. This helps to boost children's self-esteem and supports them to behave well. However, despite children benefiting from encouraging interactions from the childminder, the organisation of her environment and condition of some of the resources available mean that children do not benefit from consistently good- quality daily experiences. As a result, children do not routinely learn about appropriate care of the environment and appropriate hygiene practices.

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The provision requires improvement

The childminder plans a range of activities. For instance, children enjoy exploring tea bags in water and discuss how they feel and smell. They also make comparisons, such as 'full' and 'empty' and 'heavy' and 'light', as they fill up different containers. This helps to develop their early mathematical knowledge. Children show interest as they pretend to make ice creams. During children's play, the childminder supports children's language, thinking skills and imagination in an effective way. Children also have fun cutting a range of vegetables. The childminder supports children to discuss which foods are healthy and how to use tools in a safe way. In addition, children enjoy exploring number games and show an appropriate emerging knowledge for their age.

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need to do better?

n Although the childminder generally plans a varied curriculum, she does not ensure that the environment is well maintained to a good standard. For instance, some areas are not fit for purpose and children have to play alongside lots of clutter, such as disused shopping trolleys outdoors. Although children make progress from their starting points in development, the weaknesses in the planning of the learning environment mean they do not consistently make the highest levels of progress they are capable of. n The childminder engages in frequent training to support her knowledge and skills. Despite this, she does not focus the knowledge gained from her professional development to ensure that her environment is carefully maintained. This compromises the overall quality of the childminder's setting and the effectiveness of her management skills. n The childminder has appropriate settling-in processes in place. For instance, she

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need to do better?

takes time to get to know key information about children's home cultures, interests and needs. The childminder uses this information to plan experiences that children enjoy. n The childminder prioritises children's language and communication skills. This is

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need to do better?

3 June 2024 evident when she frequently provides a commentary when children play and asks them meaningful questions to develop their thinking skills and understanding of new knowledge. Children benefit from frequent opportunities to participate in conversations and learn new vocabulary. n The childminder provides opportunities for children to practise their independence skills. For instance, she encourages children to cut their own fruit at snack time, use the toilet independently and wash their hands by themselves. n Children show an appropriate interest in the planned activities. They form trusting relationships with the childminder and each other. For instance, they enjoy each other's company, and share and take turns well. Furthermore, children show positive levels of emotional well-being. n Parents' written comments express that the childminder supports their children's social development and overall learning, and offers them a wide range of

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need to do better?

different experiences. Partnerships with parents are well established. n Children have frequent opportunities to experience the wider world. For instance, the childminder plans trips to the local park, shops, library and dentist to help broaden children's knowledge. This supports children to learn about different people, places and communities and fosters their understanding of people's lives that are different from their own.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

improve the organisation of the environment, condition of the resources and hygiene practices to ensure that children have consistently good-quality daily experiences. 27/06/2024

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should:

n focus professional development to improve knowledge of how to make sure that all aspects of the provision are of a good quality and children benefit from a consistently good curriculum and learning environment.

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Setting details

Unique reference number EY500432 Local authority Barking and Dagenham Inspection number 10335336 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 3 Date of previous inspection 12 June 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Barking within the London Borough of Barking and Dagenham. The childminder operates all year round, from 8am to 6pm, Monday to Friday. She holds an early years qualification at level 5. The childminder receives funding to provide early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The inspector carried out a number of observations to assess the quality of education and children's daily experiences. n The inspector had a leadership discussion with the childminder. n Children's and parents' views were considered during the inspection. n The childminder provided the inspector with a range of documentation to look at, including the childminder's training certificates.

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Inspection activities

3 June 2024 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

3 June 2024 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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