Bamisaye, Gbemisola

Overall effectiveness Good

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

p.1

The provision is good

The childminder greets children with genuine warmth, which helps them to feel happy and confident within the setting. The childminder develops strong relationships with children. Children come to her when they need comfort, reassurance or time to regulate their emotions away from other children. The childminder has developed an ambitious curriculum for children. Children are engaged and focused in their play experiences.

p.2

The provision is good

Overall, children's behaviour is good. They form friendships with their peers within the setting. Children jump up from their chairs and cheer as their friends arrive later in the morning, running to greet them. When children sometimes struggle to share and turn take with others, the childminder is skilled at facilitating children's play. She joins in with children, role modelling and talking them through when it is their turn and when they need to wait.

p.2

The provision is good

The childminder has high expectations of children. She supports children to be independent. Children learn to wipe their own noses, feed themselves at mealtimes and self-select their own activities. Children understand the routine of the day, telling their peers they need to wash their hands when the childminder announces it is snack time. They feel safe and secure, knowing what is happening now and next within their day.

p.2

need to do better?

n The childminder knows children well. She articulates clearly what their starting points in development were, how they have progressed in the different areas of their learning and what it is she would like them to learn next. Children leave the setting well prepared for the next stage of their learning. n The childminder provides a language-rich environment that helps children to build up wide vocabularies, allowing them to communicate with others. She encourages children to listen to sounds in the garden and discuss what they can hear, encouraging them to use their imaginations and past experiences. The childminder introduces contextual language as children play, for example, using the words 'near and far' and 'big and small', as children look at objects through binoculars. n The childminder can sometimes be too quick to intervene, and problem solve for children when they encounter difficulties, rather than allowing them to persevere

p.2

need to do better?

and try independently first. For example, she provides answers too quickly when questions are asked or takes the scissors from children to cut for them. This does not allow children to develop their resilience in their own capabilities. n Children learn about the world around them and are an active part of their local community. They regularly take trips to the local library, parks and the local

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need to do better?

8 July 2024 shops to get break, milk and fruit with the childminder. The childminder meets with other local childminders, so children can socialise with other children of different ages. n The childminder provides a wide range of resources that allow all children to see themselves positively represented within the setting. She helps children to learn about and celebrate what is important to themselves and their peers. n Partnership with parents is good. Parents are happy with the service the childminder provides. They understand the impact the childminder has on their children's learning and development. Parents report that their children are happy to come to the setting. n The childminder is reflective in her practice. She regularly meets with parents to gather their feedback and look at how she can continue to enhance what she currently offers. The childminder engages in training with the local authority and

p.2

need to do better?

through different online platforms to continue her own professional development and enrich her curriculum offer. n The childminder promotes healthy lifestyles to children. She offers children a variety of fresh fruit to choose from during snack time. Children happily pick from a big plate of grapes and strawberries, saying 'yummy, yummy' as they begin eating. The childminder works in partnership with parents to ensure that the lunches children bring into the setting are healthy and nutritionally balanced. n Children have opportunities within the garden to be active and develop their physical skills. They show competence in climbing, balancing and negotiating the space around them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n provide children with opportunities to problem solve independently, to help to develop their resilience and confidence in their own capabilities.

p.3

Setting details

Unique reference number EY493198 Local authority Bexley Inspection number 10351845 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 6 Number of children on roll 11 Date of previous inspection 23 October 2018

p.4

Information about this early years setting

The childminder registered in 2015. She lives in Erith, in the London Borough of Bexley. The childminder sometimes works with her husband, who is a registered assistant. She provides care all year round, from 8am to 6pm, Monday to Friday. The childminder has completed training relevant to her role.

p.4

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 childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

8 July 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

8 July 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

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

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