Ande, Martine Akissi

Ande, Martine Akissi

Unique reference number (URN): 2743667 Address: 14 Nazareth Gardens, London, SE15 2AB Type: Childminder Registered with Ofsted: 29/09/2023 Registers: EYR, CCR, VCR Registered person: Ande, Martine Akissi

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. The childminder has not ensured that assistants have been cleared as 'suitable' to work in her setting. The childminder has not obtained references for assistants to meet the requirements. As a result, adults who have not been deemed as suitable are working with children. However, the childminder understands what she needs to do to swiftly address the concern and take steps to ensure all adults working with children at her setting are suitable.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children build their knowledge, skills and confidence over time. Communication and language development is a particular strength at this setting. During interactive activities, such as story and song sessions, outings and sensory play, babies confidently explore, babble and engage with the childminder, showing early language development and social interaction. They also develop early physical skills and growing independence as they move, handle objects and respond to new experiences.

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Achievement Expected standard

When the childminder identifies developmental delays or additional needs she engages parents sensitively. She monitors children's development closely, reassures parents and adapts routines and activities to meet each child's individual needs. This helps all children, including those with special educational needs and/or disabilities or other barriers to their learning or wellbeing, to take part alongside their peers and make meaningful progress from their starting points. The childminder's consistent approach, nurturing environment, and focus on early communication and independence prepare children effectively for their next stage of learning, including their eventual transition to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a home-from-home environment where children play and learn safely and happily. Children are content and respond to the childminder's clear and consistent expectations for behaviour. For instance, when they return from outdoor play, children sit on the floor and try to remove their shoes independently. Children know to sit at the table for mealtimes and beam with pride when the childminder praises their efforts to use cutlery or tidy up. The childminder builds warm and respectful relationships with children and their families. This fosters trust and emotional security. She supports children to develop positive social skills by modelling and reinforcing strategies that help them get along with others. Sharing, turn-taking and participation are celebrated and encouraged so that all children, including those who are more hesitant or who face other barriers, feel involved and valued.

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Behaviour, attitudes and establishing routines Expected standard

The childminder emphasises the importance of punctuality and regular attendance, communicating this clearly to families and monitoring attendance patterns closely. She demonstrates a secure understanding of children's age and stage of development, as well as their individual needs and circumstances. This helps her to pitch routines and expectations at the right level and keep reinforcing them, including during transitions and outings, so that children develop a real sense of belonging and success.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of what she wants children to learn. This supports her to develop an ambitious curriculum. She uses the settling-in process, observations of children and discussions with parents to adapt the curriculum to meet children's needs. The curriculum is thoughtfully designed to reflect children's interests and meet learning and development requirements. For example, regular trips to a local music session support the less confident children to explore communication through rhythm and movement.

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Curriculum and teaching Expected standard

The childminder supports children's early language development through conversation and by giving purposeful moments of quiet so that children have time to respond. Children benefit from frequent opportunities to extend their vocabulary and communication skills throughout daily routines and activities. In addition to weaving numeracy and literacy into activities throughout the day, the childminder uses songs and stories to develop children's mathematical understanding. Children's physical, personal, social and emotional development is prioritised, creating a nurturing environment that promotes confidence and independence. The childminder supports children facing additional barriers well, adapting teaching to meet children's individual needs. She uses assessment regularly to check what children know and can do. This enables the childminder to tailor teaching to children's starting points and stages of development.

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Inclusion Expected standard

The childminder takes time to get to know each child and their family. She uses a range of observations and regular reviews with parents to identify emerging needs and agree next steps. This helps her adapt care. The childminder uses resources such as books and toys to promote an inclusive culture and to celebrate children's families, cultures, similarities and differences.

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Inclusion Expected standard

The childminder reviews interventions regularly and makes changes where needed so that her curriculum remains relevant. She works with families and, when appropriate, with other professionals to plan support for children and to enhance their experiences and opportunities. This includes for those who are disadvantaged, children with special educational needs and/or disabilities or those who face other barriers to their learning or wellbeing. Where children need extra help, for example during settling, when there are

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Urgent improvement

concerns about development or when changes at home affect their wellbeing, the childminder ensures that clear plans are in place and reviews these regularly. This means that most children are soon able to take part alongside their peers.

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Children's welfare and wellbeing Needs attention

The childminder knows children well, and her care practices are highly effective in meeting their individual needs. However, she has not ensured that the required suitability checks have been completed for all adults working with children, including assistants, to be able to include them in statutory ratio requirements. This is a breach of requirements and means that she is not meeting the staff to child ratios.

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Children's welfare and wellbeing Needs attention

The childminder has a clear understanding of each child's background and ensures that any barriers to learning and wellbeing are addressed promptly. She forms affectionate bonds with children, which fosters secure and responsive relationships. Children are comfortable and content in the childminder's home and are ready to learn. The childminder thoughtfully weaves in age-appropriate conversation about physical development, personal safety and health to develop children's understanding as they play. Children settle into familiar routines and well-planned activities that promote their wellbeing and independence. The childminder is attuned to children's physical and emotional needs and models the language needed to recognise, express and manage emotions. Older children use these words to express their feelings and when they engage with younger peers. This encourages children's positive sense of self and their resilience. Individualised routines, such as sleeping, weaning and

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Children's welfare and wellbeing Needs attention

feeding, are implemented flexibly and sensitively, ensuring continuity of care and promoting comfort and security for all children.

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Leadership and governance Urgent improvement

The inspection identified significant breaches of statutory requirements relating to safer recruitment and staff suitability. Urgent action is required to address these concerns. Although the childminder recognises the setting's strengths and areas for development, she has not acted swiftly enough to resolve a safeguarding issue regarding the suitability of adults working with children. This failure places children at risk and does not meet the requirements set out in the early years foundation stage statutory framework.

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Leadership and governance Urgent improvement

The childminder is clear about the steps she must take to rectify this and implement robust measures to prevent recurrence. These improvements must be prioritised and completed without delay to ensure children's safety and compliance with statutory requirements.

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Leadership and governance Urgent improvement

In other areas, the childminder demonstrates commitment to children's learning and development. She plans her curriculum with children's best interests in mind, including those who face barriers to learning. Regular reflection on teaching practice and children's needs helps her provide opportunities for progress. She engages in ongoing professional development and responds to emerging needs, such as attending a recent workshop to strengthen support for children with special educational needs and/or disabilities. The childminder has the knowledge and capacity to make the necessary safeguarding improvements, but these must be implemented immediately to meet legal obligations and protect children.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Weaknesses in safeguarding practice mean children's safety cannot be assured. The childminder has not implemented safer recruitment policies, which compromises overall safeguarding arrangements.

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What it's like to be a child at this setting

Children experience warm, attentive care in the childminder's nurturing home-from-home setting. The childminder prioritises children's emotional security from the moment they arrive. Babies settle calmly because the childminder takes time to understand their individual routines, likes and dislikes. She works closely with parents to ensure continuity between home and the setting. Gradual settling-in sessions help children feel reassured, and children quickly build secure attachments. Children demonstrate that they feel safe as they snuggle in for comfort, seek reassurance and show confidence exploring the environment. Children benefit from sensitive encouragement that promotes their independence and celebrates their achievements, for example overcoming previous hesitations when exploring outdoors.

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What it's like to be a child at this setting

Children enjoy a wide range of experiences that support their communication, physical development and early social skills. Story and song sessions capture their interest through expressive reading and singing. Children respond by vocalising, smiling and joining in actions, showing high levels of engagement. Daily outings provide rich opportunities for sensory exploration and movement. Children show curiosity as they observe nature, feel different textures and experience new environments. The childminder narrates what children see to support their early language development.

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What it's like to be a child at this setting

The childminder ensures children's mealtimes and sleep routines are calm and consistent. Children enjoy nutritious food tailored to their stage of weaning. When it is time to rest, children settle peacefully to sleep in a safe, well-prepared space. When the childminder identifies concerns, she monitors progress closely and maintains open communication with parents, seeking advice when needed. This early identification supports children's wellbeing and development. Day-to-day interactions help children feel safe and emotionally secure. Children are happy, settled, and eager to engage in their play and learning.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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cleared as suitable by Ofsted to work in the setting

obtain a reference for any assistants recruited 28/11/2025

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:30

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About this inspection

The inspector spoke with the childminder and assistants during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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