Arowojobe, Adeola Atinuke

Childminder

Unique reference number (URN): 2755837 Registered with Ofsted: 20/12/2023 Registers: EYR, CCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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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

All children make progress from their starting points across all areas of learning. The childminder reviews learning, and any gaps are quickly identified. The childminder adapts her support and learning activities to ensure that all children's needs are met. Children use words to communicate their needs. They speak to the childminder and their friends. For example, they ask for their water bottle to have a drink. Children are beginning to develop their self-help skills. They use the toilet and wash their hands. Children are not encouraged to dry their hands independently. Children put on their coats and shoes to go and play outside.

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Achievement Expected standard

Children are developing their gross and fine motor skills. This equips children for their next stage in learning, such as nursery and school. Children take part in daily exercise when walking with the childminder to the local park, library or post office. They run in open green spaces and climb the equipment at the park. Children stay focused on an activity that interests them. For example, they listen to a story that the childminder reads to them and answer questions about what they can see in the picture.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour. She praises children for displaying positive behaviours. This helps children to learn and understand about behaviour expectations. As a result, children behave well. They listen to the childminder and follow instructions. Children play well together. They chat and are learning to get along with each other. Children are eager to join in the activities with the childminder and enjoy playing on their own.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements a daily routine. She tells the children what they are going to do next. This supports children to feel safe and settled. Children are calm and happy. The childminder builds positive relationships with the children. They go to her for help, and she offers reassurance as needed. For example, when a model falls down, the childminder reassures and encourages the children to make it again. The childminder encourages the children to try the activities. This builds children's confidence to have a go. Children explore the environment both indoors and outdoors. They independently select activities that interest them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of attendance at her setting. She knows what to do about non-attendance and knows who to report it to.

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Children's welfare and wellbeing Expected standard

The childminder welcomes all children and their families. She understands how to keep children safe in the setting and when out in the community. When children walk with the childminder to the park, she talks about holding hands to keep safe and that they need to stay close to her at all times. Children's individual needs are being met. The childminder builds secure relationships with children and, as a result, children feel safe and happy. Children are supported to make healthy food choices. They enjoy nutritious food and water to drink. This supports a well-balanced diet and oral health. Children wash their hands before they sit at the table to eat food. They are given opportunities to rest as needed. This means that children learn about how to keep their bodies healthy, which encourages long- lasting healthy habits.

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Children's welfare and wellbeing Expected standard

Children are supported to become independent in their personal care. They use the toilet and wash their hands afterwards. They learn about emotions through the childminder acknowledging the children's emotions that they display. The childminder understands the importance of safer sleeping and safer eating.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to learn. She uses the children's starting points to carefully plan their next steps in learning. She makes communication and language development a focus. The childminder reads books with the children. They join in with repeated words and learn new vocabulary. Children happily sing familiar songs with the childminder and gain confidence in speaking.

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Curriculum and teaching Expected standard

The childminder supports children to learn about their feelings and emotions. For example, they play games about making faces that show feelings, and the childminder acknowledges children's emotions as they occur. They look at pictures of children showing different emotions and talk about them together. Getting children school-ready is a priority. Children are encouraged to play with their friends, taking turns and sharing. The childminder supports children to develop their fine motor skills. They manipulate dough and paint with brushes. The childminder sometimes supports children to become independent. For example, children hang up their own coat and use the toilet. The childminder needs to consistently encourage children to develop their self-help skills. For example, children are not encouraged to pour their own drinks and help to tidy up.

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Curriculum and teaching Expected standard

The childminder understands the importance of supporting children with their physical development. They walk to local parks, where children run and climb. The childminder also has a garden, where children play. The childminder supports children with mathematics. She brings mathematics into everyday play. For example, she supports children to count toys and buses, and they talk about numbers that they see on their walks.

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Inclusion Expected standard

The childminder has high expectations of all children. She works swiftly to identify children's individual needs. She does this through communication with parents and through her knowledge of child development. The childminder then carefully plans learning activities to meet these needs and interest children, keeping them engaged. The childminder adapts activities to suit different ages and learning needs, including children with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Her experience of working with children with SEND enables her to effectively meet these needs in ways that interest children. Children are supported as needed to gain their best possible outcomes. She understands the importance of gaining further advice and support for children with SEND from other professionals if needed. She knows that she can use this advice to support parents with how they can further support their children at home. This means that all children make progress from their starting points.

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Leadership and governance Expected standard

The childminder is clear about her role to provide high-quality care and education for all children. The childminder understands the importance of professional development training. She implements what she has learned into her setting. For example, on recent safer sleep training, she learned how to ensure that children are safe while they sleep.

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Leadership and governance Expected standard

The childminder works well with parents. She informs parents about what their children have been learning and their progress. She supports parents by giving them relevant information and suggestions on how to support their children at home. For example, she encourages parents to support their child with toilet training. Parents speak highly of the childminder and the warm and caring environment where children feel immediately at home.

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Leadership and governance Expected standard

The childminder manages her own wellbeing through her work–life balance and reading. She networks with other childminders to share ideas and offer support. She recognises how she can further improve her setting and plans to improve her outdoor learning environment.

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Compulsory Childcare Register requirements

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

Children are happy with the childminder. They smile and laugh as they play and learn. The childminder builds secure attachments with children. This means that children settle quickly and feel safe. Children explore the learning environment independently, selecting resources that interest them. Children engage in activities and make progress in their learning. For example, children enjoy using brushes to apply paint to paper. This supports the children's gross and fine motor development and encourages creativity. Children happily paint alongside each other, chatting as they mix colours to create new ones. Children's achievements are valued and celebrated. For example, the childminder makes positive comments about the paintings that children create and the models that they build.

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

The childminder sings with the children at various points of the day, such as at tidy-up time and before they share a book. This supports children to learn new vocabulary and develop their communication and language skills. The childminder supports children to gain new knowledge and skills that equip them for their next stage in learning, such as school. With school readiness a priority, the childminder supports children to be confident speakers and to develop self-help skills. Children are supported to form positive relationships with others, share, take turns and be kind. The childminder includes this in her curriculum through playing sharing games and by reinforcing positive behaviour with the children.

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

Families are welcomed, and the childminder supports them as needed. For example, the childminder offers support and advice on toilet training. Children's attendance at the setting is encouraged and valued. The childminder keeps children safe in the setting and when out on trips in the community.

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Next steps

The childminder should consistently encourage children to develop their self-help skills.

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About this inspection

The inspector spoke with childminder during the inspection.

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About this inspection

We carried out this inspection under the sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the provision that is registered on the Early Years Register. The registered person must ensure that the 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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.

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Urgent improvement

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

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

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