Ogunmefun, Victoria Adesola

Childminder

Unique reference number (URN): 2764556 Registered with Ofsted: 31/12/2023 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 Strong standard

Children make rapid progress from their starting points across all areas of learning. Young children show advanced skills in counting, recognising letters, words and advanced memory skills. Children apply mathematical knowledge naturally during everyday experiences, for instance, independently counting pieces of fruit they have left on their plate. Children show well-developed personal and social skills, consistently using good manners, helping their peers and developing empathy towards others. Children successfully recognise and talk about feelings. Children display high levels of independence, they wash their hands, put on their own shoes, and tidy-up resources after use. Children persevere with challenges and take pride in their achievements, for example they celebrate success together with the childminder, cheering and clapping when they throw a beanbag into the target. All children, including those with special educational needs and/or disabilities and those who face

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Achievement Strong standard

barriers to learning, make rapid progress in their communication and language development.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her practice. She provides a warm and nurturing environment, where children feel safe and valued. She ensures that policies, procedures and practices are rigorously reviewed, and effectively amended so the environment is safe and welcoming for the children, including thorough risk assessments, and adhering to new legislation on safer sleep and healthy eating. Children benefit from regular opportunities for outdoor play and physical activity. The childminder also promotes positive hygiene routines, including handwashing and toothbrushing. She encourages children to manage aspects of their personal care independently. As a result, children develop healthy habits.

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Children's welfare and wellbeing Strong standard

The childminder shares ideas to parents and carers of what to include in a nutritious lunch box. She also plans cooking experiences with the children, such as making pizza or Jollif rice. This helps the children celebrate different foods from cultures that they may not otherwise experience. During mealtimes, she encourages children to try different fruits and vegetables and talks about what they taste like and why they are good for our health. The childminder supports children to recognise and manage their emotions, for instance, through conversation and visuals. This helps children, including those with barriers to their learning and wellbeing, to recognise their emotions and prepares them for the next stage of their education.

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Curriculum and teaching Strong standard

The childminder plans and implements her ambitious curriculum very well. She has an in- depth understanding of children's needs and skilfully tailors her teaching to ensure she is ambitious for every child. The childminder prioritises valuing children's uniqueness and helps them progress at a pace that ensures they develop a positive attitude to learning. Teaching is highly responsive to children's individual needs and interests. The childminder narrates play, uses questioning, models new vocabulary and engages in meaningful

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Expected standard

conversations to challenge thinking and build curiosity. For example, while playing with an electronic animal poster, younger children confidently use words, such as 'whale' and 'porcupine'. Older children engage in discussions with the childminder about features of different animals, such as patterns on the peacock feathers looking similar to eyes. She promotes a love for reading and encourages children to take home books to share with their parents and carers.

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Expected standard

The childminder quickly identifies children, who may need additional support, and adapts teaching effectively to reduce barriers to learning. For example, she notices a child wants to throw, so she sets up a beanbag throwing activity. This engages children positively in activities that meet their sensory and physical needs. The childminder consistently incorporates mathematical language into daily routines and activities, helping children to develop confidence in using and understanding mathematical concepts.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership. She has a clear understanding of the children and families in her community, ensuring her practice is consistently inclusive. She evaluates the provision carefully and takes timely action to enhance outcomes for children, including those with special educational needs and/or disabilities. She identifies children's needs quickly and works closely with parents and carers and external professionals.

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Leadership and governance Strong standard

The childminder is committed to enhancing her professional development and regularly completes training to improve the quality of care and education she provides. The childminder keeps up to date with mandatory training, such as paediatric first aid and safeguarding. She is about to start forest school training to strengthen her skills in fostering children's respect and love for the outdoor environment. This ongoing commitment helps her to strengthen her knowledge, develop her practice and provide effective support for all children. The childminder ensures that all policies and procedures are carefully maintained and reviewed. This makes sure that all children are cared for in a safe, well-organised and secure environment.

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Leadership and governance Strong standard

The childminder has developed positive parent partnerships. She keeps parents updated on what children are learning so that they can further support them at home with their development. She sends home weekly books and reading records to support 2-way communication between parents and herself about the child's interests, learning and development. The childminder organises visits and outings with other childminders. These opportunities enable children to socialise with a wider group of children, develop their confidence and build the skills they need to prepare them for school.

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Behaviour, attitudes and establishing routines Expected standard

Children develop secure relationships with the childminder and enjoy her company. Her interactions frequently encourage children to giggle and smile. They seek comfort and reassurance from her when needed. For example, children readily approach the childminder for cuddles before returning to play. The childminder promotes children's confidence and positive attitudes towards learning. She encourages children to make choices, join activities and persevere, when tasks are difficult. Children generally engage well in play. The childminder encourages children to share resources and take turns. This helps children to build secure relationships and develop social skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a calm and nurturing environment, where children generally understand routines and expectations. She teaches children empathy for others and how their own actions can make others feel. However, at times, she does not give children enough time to listen, process and respond to behaviour expectations and instructions. This does not help children to consistently develop the social and emotional skills that help them to understand behaviour expectations needed for their next steps in learning. The childminder promotes the importance of attendance to parents and carers by sharing regularly how the children benefit from the learning experiences she provides.

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Inclusion Expected standard

Overall, the childminder has an effective understanding of how to support all children within her care. She completes detailed observations of children's development and ensures statutory checks, including the progress check at age 2, are complete. The childminder identifies emerging gaps in children's development and works with parents and carers to ensure children's individual needs are recognised and supported in a timely manner. The childminder typically understands children's individual styles of learning and adapts activities to ensure that every child is included. However, she does not always use effective strategies, such as visual cues for children with communication and language barriers, to support them in recognising routines throughout the day. This means that children do not always understand what is communicated to them.

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Inclusion Expected standard

The childminder has recently completed additional training to strengthen her knowledge and understanding of supporting children with special educational needs and/or disabilities. She works well with other professionals and knows where to go for additional support and guidance. The childminder communicates effectively with other settings that children attend to share relevant information and promote continuity in their care and learning. Although the childminder is not currently caring for any children in receipt of additional funding, she has appropriate understanding of how this can be used to support children's individual needs.

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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 enjoy the wide range of activities that are on offer. There is a well-thought-out and inclusive curriculum that promotes confidence and independence. This is further enhanced by meaningful outings within the local community, such as visits to playgrounds, shops, soft plays or the library. These opportunities provide children with experiences that they might not otherwise have the opportunity to experience. The childminder has closely supported children with this transition and accompanied children to their school visits. Children are well prepared for their next stage of learning, such as school.

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About this setting

Children are motivated to learn as they have choice over their play. For example, at the sand pit they enjoy the sensory feel of sand rushing through their fingers. They spend time focusing on using spades to fill up containers and then watching the sand pour out from different heights. The childminder supports children to take turns and play collaboratively. She narrates the children's actions to support language and communication development of younger children and uses challenging questions to build and scaffold the learning of older children. She promotes collaborative play. When a child asks what a younger child is doing, she says maybe he is working a crane, picking up and moving sand, he is busy on the construction site working as an engineer. These high-quality interactions support children to learn new vocabulary and deepen understanding of concepts.

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About this setting

The childminder keeps parents and carers involved in their children's learning and development journey. She promotes the importance of attendance by sharing the benefits of routine for children and sharing the progress children are making in her care. She knows the children in her care well and offers reassurance when needed. She is kind and responds to their care needs sensitively. As a result, children are confident and settled, which is evident in their smiling faces.

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Next steps

The childminder should improve strategies and give children more time to process and respond to instructions to further support children's ability to follow behaviour expectations independently. The childminder should develop her skills and knowledge to effectively support children with special educational needs and/or disabilities understand transitions and routines.

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About this inspection

The inspector spoke with the childminder and children 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. Unique reference number (URN): 2764556

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 20:00

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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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