Akinsiku, Oluwakemi

Overall effectiveness Good

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

p.1

The provision is good

The enthusiastic childminder fills her home with conversation and singing. She takes time to provide a settling-in routine for each child. This helps children to settle quickly and feel secure. She knows each child well and is aware of how to help them learn and to make good progress. She aims for children to develop friendly behaviour, be good communicators and be part of the community in which they live. Children enjoy the time that they spend with the childminder. They seek her out to play and recall key phrases from stories as they listen to her read books. The childminder sings to children throughout the day. They giggle and squeal with delight as they learn the words and actions to songs.

p.2

The provision is good

Generally, children are well behaved. The childminder is supporting young children to learn to share. She speaks to them about waiting their turn and being nice to their friends. When children see other children upset, they are quick to offer a cuddle to make them happy. The childminder talks to them about showing kind behaviour and empathy. She gives them lots of praise and tells them she is proud that they are nice to their friends.

p.2

need to do better?

n The childminder provides a balanced curriculum. She takes children out into the community. They attend toddler groups and weekly trips to the library for story time. This gives children time to socialise with other children of different ages. This supports them to develop their social skills and build friendships. n The childminder interacts and talks to the children as they play. She introduces new words through conversation and discussion. However, at times, the childminder asks children questions they are not yet able to answer and they do not respond. This does not always help children's developing language skills. n The childminder thinks how to support different areas of learning. For example, she has set up an area to help develop children's literacy and fine motor skills. However, the childminder does not always fully consider how to best present resources to enable children to choose what they would like to do. This leads to

p.2

need to do better?

times when children become a little overwhelmed and find it hard to focus. n Children enjoy the time that they spend in the garden. They explore the sand tray with a range of tools. The childminder adds water and shows the children how to mix it into the sand. She gives children lots of opportunity to manipulate materials and develop their fine motor skills. n The childminder knows children well and is responsive to their needs. She is quick to recognise when children are getting hungry or tired. She speaks to them about how it makes them feel. For example, she explains that they need to have a nap to help their brain grow and wake up feeling strong. The childminder sits with children as they fall asleep to provide them with the comfort and

p.2

need to do better?

12 March 2025 reassurance that they need. Children's emotional well-being is well supported. n Children explore celebrations in an age-appropriate way through stories and songs. The childminder encourages children to share their home cultures. For example, for children's birthdays, parents provide traditional food for them all to try as a treat. The childminder promotes children to learn about what makes them unique. n The childminder starts to prepare children for school from a young age. She starts with self-care routines, teaching children how to do things for themselves. Children use their own flannels to wipe their faces after eating and are keen to wash their own hands. The childminder supports children in their growing independence. n Parents are happy with the care that the childminder provides. They like that the children spend time out in their local community when the childminder takes them out. Parents can see the children's social and communication skills

p.2

need to do better?

developing well with the support of the childminder. The childminder shares with parents what children are learning so they know how to support them further at home.

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 develop the use of questioning and language appropriate to the developmental level of the children n improve the organisation of the environment so that children can play and choose toys freely.

p.3

Setting details

Unique reference number EY546454 Local authority Kent Inspection number 10388327 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 4 Number of children on roll 4 Date of previous inspection 8 July 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Swanley, Kent and provides care from 8am to 6pm, Monday to Friday, all year round. The childminder holds a level 6 childcare qualification. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language.

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Inspection activities

12 March 2025 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

12 March 2025 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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