Omoruyi, Esther

Childminder

Unique reference number (URN): 2762132 Registered with Ofsted: 01/03/2024 Registers: EYR, CCR, VCR

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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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Behaviour, attitudes and establishing routines Expected standard

Children's attendance is typically consistent, and this has a positive impact on their uninterrupted learning and development. The childminder checks up on children who are unexpectedly absent, which helps to reinforce the importance of punctual attendance.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from plenty of praise and encouragement. The childminder often calls children 'smart' and uses phrases such as 'I am so proud of you'. This helps to reinforce children's emotional self-esteem. The childminder makes her expectations clear. For instance, she reminds children not to touch the bin in the kitchen area, explaining that this is dirty. Children respond positively to this request because they know what is expected of them. Furthermore, this clear explanation helps children to learn about how to protect themselves and keep themselves safe. Children's behaviour is well managed in an age- appropriate way. The childminder adapts routines to accommodate children's different ages and needs. For instance, at sleep times babies rest in cots, while older children benefit from sleeping in beds. This helps to create inclusivity in the sleep routines offered to all children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is affectionate, caring and warm in her interactions with children. She offers younger children plenty of cuddles, which they clearly find reassuring. Coupled with being attentive, the childminder also understands when to step back and allow time for children to have a go at tasks themselves, fostering their resilience and positive attitudes towards their learning. Children are confident and happy, largely because of these positive relationships shared.

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Children's welfare and wellbeing Expected standard

The childminder carefully checks her home each day for possible hazards and removes or minimises risks successfully. Her home is safe and she creates a suitable place for children to play and learn. For instance, the childminder politely requests that all visitors remove their shoes when entering her home, to ensure hygiene is maintained for crawling babies. The childminder's vigilance towards safety and hygiene is meticulous, contributing to children's physical and personal wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder checks the temperature of food and milk prior to serving these food items to babies and children. This careful and attentive practice promotes children's ongoing welfare. Personal care routines are established and closely observed to help promote children's wellbeing. For instance, the childminder uses an alarm on her phone as a reminder for milk and sleep times. Sleeping children are provided with a suitable cot or bed to rest. Clean bedding helps to promote children's health. These are some of the many examples that help to illustrate how all children's individual needs, including children with special educational needs and/or disabilities, are well met through the childminder's routines.

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Children's welfare and wellbeing Expected standard

Children are reassured by the childminder's caring and nurturing interactions. She quickly responds when children express their emotions. For instance, when some children become upset during outdoor play, the childminder encourages children to return indoors, where they regain composure. Children share secure attachments with the childminder and this reinforces and bolsters their emotional wellbeing. The childminder takes a proactive

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Needs attention

leadership role in children's welfare by regularly reviewing her routines and adapting them to meet each child's individual needs. She ensures that all children, including those with special educational needs and/or disabilities, can participate fully by adjusting care practices and providing additional reassurance or support where needed.

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Achievement Needs attention

All children, including those with special educational needs and/or disabilities or children who experience barriers to their learning, make some progress from their starting points, but this is largely accredited to independent exploration of activities offered. Children have not progressed as quickly as expected. This is because children's learning is not always sequenced effectively to build on what children already know. Often, children's play is not age-appropriate. For instance, younger children are not able to identify different-coloured objects because they have a limited understanding of the vocabulary and language used. They lose interest and move away to play elsewhere.

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Achievement Needs attention

Children benefit from a range of activities and play opportunities, across all areas of learning. They enjoy bouncing on a trampoline, extending their core strength, balance and physical health. They begin to handle books, turn pages and look at illustrations. Children listen to stories read aloud, extending their awareness that print carries meaning. They enjoy handling toy bricks, developing their hand–eye coordination.

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Curriculum and teaching Needs attention

The childminder does not always provide a well-sequenced curriculum to build on children's prior knowledge and skills. Sometimes, the childminder provides activities that are too difficult for children. This means that they lose interest and move away to play elsewhere. Furthermore, her language and interactions are occasionally too advanced for younger children to fully understand. Teaching is not consistently effective.

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Curriculum and teaching Needs attention

The childminder does not identify or know children's next steps. Therefore, she does not tailor her planning and teaching towards these gaps in children's learning. The childminder highlights what children can do and shares children's developmental milestones and achievements with parents. However, her professional assessments do not include areas where children need support, to help them make steady progress. The childminder does not provide an inclusive curriculum to fully support all children.

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Curriculum and teaching Needs attention

The childminder does not organise her toys and equipment effectively to support younger children's choice and self-directed learning. Toys are stored out of reach and in cumbersome boxes, which are difficult for younger children to access. Generally, children remain occupied and busy, contributing to their enjoyment in the childminder's care. However, the environment does not successfully support children's independent learning.

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Curriculum and teaching Needs attention

The childminder offers plenty of narration, sings and uses repetition as children play. This teaching helps children to hear plenty of language and impacts positively on their emerging language skills.

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Inclusion Needs attention

Weaknesses in the childminder's curriculum design and teaching impact on the accessibility and inclusivity of learning for all children. Although the childminder makes some adjustments and adaptations, these do not go far enough to provide all children with age-appropriate experiences.

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Inclusion Needs attention

The childminder has links with the local authority quality team and seeks their advice and support when needed. She also frequently collects older children from local primary schools and, as such, has fostered links with teachers. She occasionally uses their professional advice to inform her practice. However, the childminder's limited training means that she does not always shape children's support closely to meet their needs and help them make further progress.

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Inclusion Needs attention

The childminder has created a culture where all children feel they belong. Everyone, including children with special educational needs and/or disabilities and those who face barriers to their learning, is welcome, and children's backgrounds, interests and personalities are understood and celebrated.

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Leadership and governance Needs attention

The childminder does not complete targeted training to enhance her knowledge and skills in areas of her practice that are less secure, such as teaching and assessment. She has completed mandatory training, including first aid and safeguarding. However, her overall professional development is not yet established or effective to benefit children's development.

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Leadership and governance Needs attention

The childminder does not recognise how to support children's communication and language development effectively. Some children are heavily reliant on using dummies during their play, which hinders opportunities for them to practise speaking. The childminder does not understand that this is limiting learning, and she does not address this quickly enough. This is a weakness in the childminder's knowledge and leadership. In turn, children are working behind expected levels in their speech.

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Leadership and governance Needs attention

The childminder reflects on her service and evaluates her practice. She has a broad understanding of her strengths. However, the childminder does not quickly identify and address areas of practice that require some attention, although she shows an eagerness to improve and a positive attitude towards offering children and families a quality service.

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Leadership and governance Needs attention

The childminder often provides parents with verbal feedback about their children's daily experiences. This helps to create cohesion between care routines provided at home and the childminder's setting. However, the childminder does not provide parents with detailed information about children's progress or advice regarding how parents can support children's development. Although the childminder recognises the value of working collaboratively with parents, her communication about children's development is not sufficiently detailed to benefit children. The childminder is happy in her role. She manages her own wellbeing and workload well and in turn is motivated and eager to improve.

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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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Voluntary Childcare Register requirements

This setting has 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

Children show an immense sense of belonging in the childminder's home. They laugh and smile frequently, demonstrating their feelings of content and happiness. Children snuggle into the childminder's knee during story time, illustrating the warm and affectionate relationships shared between children and the childminder. They are extremely reassured by her presence and interactions, which successfully build children's emotional security and confidence. Children make steady progress in their social and independence skills. They begin to understand their emotions and play cooperatively. The childminder praises children by clapping and offering verbal accolades for positive approaches to play. This reinforces children's sense of self-worth. Children's attendance is punctual and absences are rare. The childminder reinforces the importance of this with parents.

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

Children show that they feel safe in the childminder's home. Although they often remain close to the childminder, they also move around with an assured sense of safety and welfare. The childminder is fastidious about safety and regularly checks her home to ensure it remains suitable and safe for children.

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

Improvements are needed to teaching and curriculum design, which will extend opportunities for all children, including those with special educational needs and/or disabilities and barriers to their learning, to help them to make more progress and be better prepared for their eventual move to school.

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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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Action Completion Date

improve the implementation of the curriculum to ensure children build on what they already know and can do 02/06/2026

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Action Completion Date

identify children's progress more rigorously to help understand their needs and plan for their next steps of development 02/06/2026

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Action Completion Date

improve partnerships with parents, sharing more detailed information on children's progress to provide a consistent two-way approach to children's development 02/06/2026

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Action Completion Date

identify areas of improvement and appropriate training to ensure high-quality learning and development experiences for children that continually improve 02/06/2026

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About this inspection

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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 07:00 - 21:00

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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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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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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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