Akinduntire, Chima Elizabeth

Overall effectiveness Good

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

p.1

The provision is good

The childminder's tone with children is warm and kind and this promotes feelings of safety. Children demonstrate they feel happy and secure in the childminder's care. They move around the childminder's home with confidence. The children know where to find their favourite toys and resources. The childminder gives children time to explore learning they show an interest in. This benefits children's self- assurance.

p.2

The provision is good

The childminder plans an ambitious learning programme that focuses on widening children's experiences and promoting their independent skills. The children receive meaningful learning that supports their development in the prime areas. The childminder plans trips to the local library each week. This promotes children's early literacy development and helps them to learn about the world around them. The childminder's learning programme encourages children to learn about how to care for themselves. For example, as the children wash their hands, the childminder sings with them. This reinforces and helps children to understand how to support their good health.

p.2

The provision is good

Children behave well. The childminder is a good role model. Children listen and respond to her instructions. They benefit from her extra support to understand the behaviour expectations of the setting. The childminder is quick to praise children when they behave positively.

p.2

need to do better?

n The childminder ensures the environments, both inside and outside, are laid out to promote children's physical skills well. For example, children confidently climb outdoor apparatus. They use scissors to cut play dough. They scoop, pour and transfer sand from one container to another. Children are developing their small and large muscle skills well. n The childminder wants to support children to build on their existing knowledge and skills. She knows the children well and observes and assesses children's progress. Sometimes, her assessment of children's progress and development is not accurate and reflective of what children can do. It does not fully support children with what they need to learn next. n The childminder develops children's early mathematical skills throughout the day. The oldest children are confident in their counting and number recognition skills. For example, they recognise numbers beyond 10. They also sing number songs

p.2

need to do better?

and rhymes to support counting forwards and backwards. n Overall, the childminder encourages children's communication and language skills well. They talk about the trains they hear and the trees they observe. The childminder encourages children who speak English as an additional language to

p.2

need to do better?

4 April 2025 develop their language skills. However, occasionally, she does not use strategies to extend children's vocabulary well. For example, she does not explain and expand on what children say. This means, sometimes, children do not develop their communication and language even further. n The childminder promotes children's life skills and helps them to form good habits. For example, they routinely brush their teeth after lunch and before they settle to sleep. Children are learning how to promote their oral health well. The childminder also provides safe sleeping arrangements. Children sleep in a calm and peaceful area. She monitors them as they sleep and they wake naturally. This supports their physical health. n The childminder forms good relationships with parents. She involves them in their children's learning and development. For example, she offers tips on advice to support toilet training and encourages them to read with their children.

p.2

need to do better?

n Parents praise this friendly childminder. They report that they receive feedback about their children's day. The childminder ensures parents know what they can do to continue to support their children's learning at home. This supports partnerships with parents. n The childminder reflects on her practice and how she can provide children with the best start to their learning. She completes mandatory training, such as paediatric first aid, and completes other professional development opportunities online. This supports children's good learning outcomes.

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 use information gathered from observations and assessments, to focus teaching more precisely on what children need to learn next to help them make secure progress n make better use of strategies to extend the communication and language skills of all children.

p.3

Setting details

Unique reference number EY500432 Local authority Barking and Dagenham Inspection number 10356434 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 4 Date of previous inspection 3 June 2024

p.4

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 3. The childminder receives funding to provide early education.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n The inspector gathered comments from parents about their children's experiences at the setting.

p.4

Inspection activities

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

4 April 2025 4 April 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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