Onipede, Annette Patricia Griffiths

Childminder

Unique reference number (URN): 2745510 Registered with Ofsted: 31/10/2023 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 achieve well from their starting points, including those who face barriers to learning. However, at times, the organisation of group times can have a negative impact on children's achievements. Children gain secure physical skills from their starting points. Babies learn to crawl and toddlers learn to walk, while older children gain secure running and climbing skills.

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Achievement Expected standard

Children learn how to do things for themselves. Younger children learn to feed themselves, while toddlers learn how to use the toilet. Older children gain skills in how to put on their coats and shoes. Overall, children gain secure communication, language and literacy from a range of activities, such as learning new words during their play. Generally, children gain useful skills in preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children learn to share and to take turns in this positive environment. For instance, they take turns to brush pretend teeth while the childminder teaches them about oral hygiene. Children play cooperatively together as they build a church from a construction set. The childminder sets high expectations for behaviour, such as children using 'kind hands' when they play together. She uses praise to motivate children to behave in positive ways. For instance, children help to tidy up and the childminder praises them for this.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adapts behaviour management strategies to meet the developmental needs of children, including those who face barriers to learning. She uses hand movements for children to copy to quieten them, and distraction techniques for younger children. Generally, children behave in positive ways and concentrate well. However, at times, due to the organisation of transitions after lunch, some children become disengaged and run around the room. This sometimes leads to negative behaviour, where children are not engaged in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children have warm relationships with each other. They have secure and trusting relationships with the childminder. Children attend regularly. The childminder talks to parents and carers about the need for consistent attendance and punctuality to support children's progress.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children have safe sleeping and eating arrangements. She sits with children at lunchtime to create a relaxed and happy atmosphere, while closely supervising each child. The childminder adapts routines to meet the needs of children, who face barriers to learning. For example, she provides alternative preferred food textures. The childminder ensures that children are regularly checked while sleeping to keep them safe.

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Children's welfare and wellbeing Expected standard

The childminder regards children's safety as highly important. She carries out daily checks in all areas of her home used by the children, including the garden, to reduce the risk of hazards. Generally, the childminder teaches children how to act in safe ways, such as how to use the garden steps carefully while she supervises them closely. Children typically act with care and caution, for example they use outdoor equipment appropriately.

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Children's welfare and wellbeing Expected standard

The childminder provides healthy nutritious meals and snacks that meet special dietary needs. She teaches children about the value of eating well. For example, the childminder uses play food and stories to teach children which foods are healthy. The childminder ensures that children have daily physical activities to stay healthy. She helps children to gain understanding of different emotions. For example, the childminder asks them how they are feeling each day and uses a feelings chart as a reference. This helps children to learn the names of different emotions. The childminder teaches children how to calm themselves down by sitting quietly on the sofa. She has close relationships with children.

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Curriculum and teaching Expected standard

Generally, the curriculum is stimulating and varied and supports children's development, including those who face barriers to learning. Overall, the childminder tries to ensure that the curriculum is responsive to children's needs. However, at times, whole-group story and song sessions are too long. This sometimes leads to younger children losing interest and they become disengaged. This means that, at times, group teaching is not meeting the needs of younger children to help them excel in their development.

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Curriculum and teaching Expected standard

Generally, the childminder helps children to gain secure mathematical skills. For instance, children count pieces of fruit in a story the childminder reads. The childminder teaches children about different shapes in the environment and uses stories to teach specific shape names. Children use mathematical language confidently and describe toys as 'big' and 'little' appropriately. Overall, the childminder helps children to gain secure communication, language and literacy skills. Children develop a love of books and happily choose books to browse through. They comment on characters in the stories. The childminder talks with children as they play and during routines to teach them new words. For example, she teaches children words, such as 'up, down' and 'faster' as they sing action songs.

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Curriculum and teaching Expected standard

The childminder knows each child well and keeps a close eye on their development, including periodic comprehensive assessments. Generally, she uses this information effectively to provide children with the overall right level of support. The childminder plans specifically for children, who face barriers in learning. For instance, she uses 'bucket time', where children select and discuss objects and learn new words. The childminder prioritises children's physical, personal, social and emotional development to ensure they gain skills in readiness for their next stage of learning.

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Inclusion Expected standard

The childminder regularly assesses children's progress from the time they first start and at regular intervals following this. She carries out detailed progress checks, when children are aged between 2 and 3 years. The childminder uses this information to help her to identify whether children need extra help in their learning. She identifies children's learning needs when they may not be reaching expected developmental milestones. Where this is the case, the childminder shares this information with parents and carers and works with them to support children's development. For example, she works closely with parents to support the independence of children, who face barriers to learning.

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Inclusion Expected standard

Overall, the childminder adapts activities to meet the needs of children who need extra help in their learning. She reviews the impact of this and makes further adjustments, as needed, to support children's progress, using a graduated approach. The childminder makes effective use of extra funding to support children, who face barriers to learning. For example, the childminder has purchased resources to support children's emotional wellbeing. She has a secure knowledge of relevant professionals to offer further support. The childminder advises parents to contact these sources, such as the local doctor or health visitor, for further support. However, at times, the organisation of group activities does not meet the needs of all children fully.

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Leadership and governance Expected standard

The childminder works effectively with parents and carers. She provides daily updates on children's progress and wellbeing. The childminder uses a flexible approach that involves daily diaries, secure electronic messaging and daily verbal feedback. The childminder works with parents to support the weaning of babies and other areas to support children's development. She loans books to parents to share at home with their children to support their language and literacy skills.

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Leadership and governance Expected standard

The childminder is keen to keep her skills and knowledge up to date. She has attended a range of courses, including a course on supporting children's communication skills, which has led to better outcomes for children. The childminder works effectively with her assistants and meets up with them regularly to discuss and support her work. Generally, they work well together to help children to excel in their learning and development. The childminder evaluates all aspects of her provision and generally identifies areas to build ongoing improvements. Overall, she sets relevant goals to promote best outcomes for learning.

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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

Overall, children achieve well from their different starting points, including those who face barriers in their learning. They enjoy high levels of engagement in a wide range of activities in this fun and dynamic environment. Children have warm and positive relationships with the childminder and her assistants, who value each child highly. Children form happy relationships with each other and play well together. The childminder takes time to get to know children and uses their interests to provide activities they enjoy. Children settle well. They enjoy selecting toys and resources independently and help to tidy up after their play.

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

Children attend regularly and the childminder talks to parents and carers to encourage this. She emphasises the importance of consistent attendance on positive learning outcomes for children. Generally, the childminder provides a broad variety of stimulating activities that help to provide children with the skills for their next stage of learning. Overall, she supports those children who face barriers in their learning. Children gain an understanding of the world in various ways. For instance, the childminder talks to children about the important role of bees as pollinators. She plants and grows tomatoes and cress with children to teach them where food comes from and how things grow.

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

The childminder supports children's creative development effectively. She provides children with a wide range of tools and materials, such as paint, chalk and crayons. Children enjoy making their own play dough to create 3-dimensional models. Overall, they engage well with activities.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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Next steps

The childminder should continue to review the length of whole-group activities to ensure that they meet the individual needs of children, particularly younger children and those who face barriers to their learning, to promote best outcomes for children. The childminder should enhance the management of transitions, particularly after lunch, to support children's personal and social development further.

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About this inspection

The inspector spoke with the childminder and children, and considered the written 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. This data is from 16 March 2026

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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

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

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