Afriyie, Ellen

Childminder

Unique reference number (URN): 2811531 Registered with Ofsted: 26/02/2025 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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Achievement Expected standard

Generally, all children, whatever their starting points, achieve well in their learning and development. This includes children who need extra support in their learning. Young children learn to use single words and name common objects. Older children speak in clear, fluent sentences. They express themselves confidently. Children are able to do things for themselves. Young children learn to drink from beakers. They help to tidy up after play. Children gain secure physical skills. They learn to walk, run, and move in different ways. Children know number names and learn how to count securely. They learn names of different shapes. Children learn useful skills in preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the value of regular attendance and punctuality to parents and carers. She explains how irregular attendance may mean that children miss out on curriculum activities that support their continual progress. The childminder has warm, caring relationships with children and teaches children how to treat others kindly. For example, she teaches children how to be gentle when they interact with babies. Older children remind others to speak quietly when young children are resting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's behaviour well. She explains why some behaviour is not acceptable and offers children suitable alternatives. The childminder praises children when they act in positive ways and this helps children to behave well. She adapts her strategies to meet the needs of children who require extra support in their learning. Children show developing concentration and perseverance skills. For example, they try to fit a bowl into a holder and make several adjustments until it fits securely. Children listen attentively to stories and songs. They have positive attitudes to learning. For example, they eagerly get involved in different activities and explore their environment. Children play well together and build positive relationships with each other.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's safety. She ensures that children are seated securely at meal times and closely supervises them. The childminder ensures that children sleep safely. For instance, babies sleep in clear cots and the childminder checks on them regularly to ensure that they are safe. She carries out daily checks covering all areas used by children to reduce the risk of hazards. This helps to protect children from harm.

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Children's welfare and wellbeing Expected standard

The childminder provides freshly cooked, nutritious meals and snacks for children which meet any special dietary needs. She teaches children why eating healthily is important through stories and informative discussions. The childminder ensures that children have daily opportunities to practise a variety of physical skills. This helps to promote healthy lifestyles for children. The childminder makes any required adjustments to routines to meet the needs of children who require extra support. This helps to promote best outcomes for children. The childminder has begun to teach children some awareness of emotions, for instance by asking children how they are feeling. However, she has not fully developed this area to enhance children's understanding of themselves and others more fully.

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Curriculum and teaching Expected standard

Generally, the curriculum is based on areas of learning, the developmental needs of each child, and their interests. The childminder ensures that she adapts curriculum activities to meet the needs of children who require extra support. She promotes children's communication, language and literacy skills well. For example, she holds a toy red bus and says 'bus' to a young child. This helps to teach young children simple words, such as names of common objects. The childminder reads stories to children, including interactive books where children can press buttons and listen to sounds. This helps children to gain a love of books. She sings lots of action rhymes and songs and encourages children to follow the actions and learn the words.

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Curriculum and teaching Expected standard

The childminder promotes children's physical development successfully. She ensures that children have space indoors to move around freely. For instance, young children practise their walking skills as they move across the floor. The childminder takes children to the local park each day where they use different apparatus to learn to climb and balance. She teaches children how to do things for themselves, such as how to feed themselves. Older children learn how to put their shoes and coats on. The childminder has begun to teach children some understanding of the world, such as features of the local environment. However, this area has not been fully developed to cover wider areas, such as changes in nature.

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Inclusion Expected standard

The childminder knows how to identify if a child is in need of extra support in their learning. For instance, she considers the child's age and use broad guidelines on developmental stages to determine if a child is falling behind in their learning. The childminder observes children and carries out two-year-old progress checks. This also helps to identify gaps in learning. The childminder ensures that activities are adapted to meet the needs of children who need extra support. She advises parents to contact relevant health professionals for further guidance, such as local doctor of health visitor. The childminder has completed courses on supporting children with special educational needs. She uses this knowledge to inform her practice to promote best outcomes for children.

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Leadership and governance Expected standard

Parents speak positively about the care and learning provided by the childminder. Written comments read during the inspection state that children enjoy the activities and outings and make secure progress. Parents appreciate open communication with the childminder and regular updates on children's progress. The childminder works effectively with parents to support children's development. For instance, she ensures that potty training of children is coordinated well with parents. This helps to promote best outcomes for children. The childminder takes children on regular outing in the local community, such as parks and shops. The childminder is keen to ensure that her skills are knowledge are kept up to date. She has completed several courses in areas, such as safer sleeping. This has helped to improve her practice in this area. The childminder maintains a healthy work life balance. For instance, she goes on regular annual family holidays. The childminder reviews her work and has clear

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Leadership and governance Expected standard

understanding of areas of strengths and development. She sets suitable goals to maintain ongoing improvements.

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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 are happy, keen learners in this very warm homely setting. They feel highly valued by the childminder who is attentive to their needs at all times. Children readily engage in play supported well by the childminder who interacts effectively by getting down to their level. They feel reassured by the childminder's warm affectionate cuddles and smiles. Children have caring, trusting relationships with the childminder who ensures that children are settled and feel safe. They are given time to get familiar with the setting and enjoy activities linked to their interests. Children and their families enjoy a welcoming environment and have positive relationships with the childminder.

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

Overall, children achieve well, no matter what their starting points. This includes children who are in need of extra help. The childminder makes suitable interventions to meet the needs of children who are falling behind in their learning. Children gain effective creative skills. They enjoy exploring the sounds of a guitar by gently strumming the strings. This is supported effectively by the childminder who sings along to the sound of the guitar. Children express themselves freely as they draw pictures with brightly-coloured crayons. They enjoy exploring the texture of paint and make hand prints on paper. Children learn about number names as they sing rhymes and songs with the childminder. Children learn how to count as they move beads across an abacus supported by the childminder. They learn about different shape names from the childminder as they complete shape puzzles. This supports children's

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

mathematical development securely. Children learn how to get along with each other as they play together in the home corner and during outdoor play. They attend regularly and gain valuable skills to prepare them for their next stage of learning.

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Next steps

The childminder should strengthen the curriculum for personal and social development, particularly in regard to the development of children's understanding of different feelings. The childminder should strengthen the curriculum for understanding of the world, particularly in relation to changes in nature.

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About this inspection

The inspector spoke with the childminder and children , She considered comments from parents 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 19:00

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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