Oriade-Adekuwle, Mary Joy

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

Children are happy and safe in the care of this childminder. The childminder's playful approach puts children at ease and creates a positive atmosphere. Children have a strong relationship with the childminder, who gives them cuddles and constant words of praise. They glow with pride when she boosts their confidence through her praise, such as by saying 'clap for yourself'. This helps children to build their levels of self-esteem.

p.2

The provision is good

Children behave well. They are caring towards one another and concentrate for extended periods when they play together. The childminder sets routines and reminds children when the time is close to moving on to something else. For example, before they have to collect children from school, the childminder reminds children by looking at the clock and explaining how long 10 minutes is and where the clock hands will be when they need to leave. This allows children to build their understanding of time and managing expectations throughout the day.

p.2

The provision is good

The childminder plans the curriculum around individual children. She supports them individually throughout their time with her. For example, the childminder supports children to develop their physical skills, such as on visits to local parks or using age-appropriate fitness videos in the home to join in with together. These activities promote children's good health and well-being, with a little added fun and laughter.

p.2

need to do better?

n Children are kind and caring to one another. The childminder promotes teamwork and doing things together, which helps children to naturally copy during their play. For example, older children happily offer to help younger children while engaging in construction play. The childminder has high expectations for children's behaviour. Children listen and respond well to her instructions. n The childminder speaks slowly and clearly to children. She repeats words and phrases that she wants them to learn. The childminder uses flash cards to support children's understanding of words and relates these to real-life scenarios. For example, when looking at a picture of a fox on a flash card, the childminder speaks with children about a time when they saw a fox outside, deepening their knowledge of foxes. However, the childminder does not consistently consider how she plans the environment and resources to extend

p.2

need to do better?

and enhance children's learning and development. For example, children attempt to complete a puzzle with missing pieces. n The childminder promotes good hygiene and health. For example, children routinely wash their hands before mealtimes and show a good understanding about where their food waste or used tissues go. Children show good manners,

p.2

need to do better?

1 July 2024 for example by covering their mouths when coughing and being polite. The childminder helps children to learn independently about personal hygiene, health and manners. n The childminder manages the different ages of children well. For example, she focuses her interactions on children's individual targets. This means that she can support older children with their literacy skills and younger children to widen their vocabulary. However, the childminder does not consistently consider what children already know in their stages of development in literacy. Therefore, she does not challenge and extend children's literacy skills further, such as while reading stories. n The childminder undertakes mandatory training and targets professional development to further support her knowledge. For instance, she attends local training to build on her skills and relates it to her local community. This helps her

p.2

need to do better?

to keep her skills up to date to further support children. The childminder carries out regular checks on her home and on places they visit. She is always vigilant to ensure the safety of children in her care. n The childminder maintains the required documentation for her role. She reflects on past inspections and how to develop her practice. For example, following a previous recommendation, the childminder is able to question children to build their knowledge effectively. For example, while reading a story, she often pauses and reflects and questions children's comprehension of the story, relating it to their personal events. This shows that the childminder is able to reflect on her practice, which is of benefit to children. For example, children build a deeper knowledge of the books they read. n The childminder understands the importance of working in partnership with families. Parents speak highly of her services and care, commenting positively on

p.3

need to do better?

the progress children have made. Parents reflect on how happy they are and how their children look forward to attending the childminder's setting.

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 review the environment and resources to provide effective play for all children, to extend and enhance their learning n strengthen teaching around literacy to allow children to develop their learning further.

p.3

Setting details

Unique reference number EY342802 Local authority Bexley Inspection number 10339283 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 6 Date of previous inspection 9 July 2018

p.4

Information about this early years setting

The childminder registered in 2006 and lives in the London Borough of Bexley. She operates all year round from 8am to 6pm, Monday to Friday.

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 setting. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The inspector spoke to children to find out about their time at the setting. n The childminder and the inspector discussed how the curriculum is implemented and the impact it has 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.

p.4

Inspection activities

1 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.

p.4

Inspection activities

1 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.

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