Mughal, Syeda Zil-E Huma

Inspection date

Previous inspection date 2 February 2017 30 January 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder recognises the importance of professional development to improve her setting's practices. She regularly seeks opportunities to develop her knowledge and skills, as well as her assistant's. For instance, the childminder attends a variety of training sessions to develop their teaching expertise and improve children's outcomes.  Children are secure and safe. New children settle quickly and play happily. The childminder forms positive bonds with them and successfully supports their emotional well-being.  Partnerships with parents are good. The childminder works with them effectively to ensure a consistent approach to children's care and learning. They update each other regularly about what children can do, and the childminder offers advice to parents to support children's development at home.  The childminder and her assistant support children's learning well. They successfully support children's language skills, such as while naming objects, and in helping children

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This provision is good

to use words in context. Children make good progress from their starting points.

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It is not yet outstanding because:

 At times, the childminder does not organise daily routines effectively to extend younger children's enjoyment of exploring the environment, to further support their learning.  The childminder misses some opportunities to encourage children to use their home language to assist their early language development.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 review the organisation of daily routines to enhance younger children's enjoyment of exploring independently  strengthen opportunities children have to develop and use their home languages, to further enhance their early language development.

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Inspection activities

 The inspector viewed the parts of the premises used for childminding, and observed the children and what they were doing.  The inspector observed the interactions between the childminder and the children, and discussed the effectiveness of an activity with her.  The inspector held discussions with the childminder about children's learning and how she reflects upon the quality of her service.  The inspector looked at a range of documentation, including risk assessments, children's records and the childminder's policies and procedures.  The inspector took into account the views of parents.

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Effectiveness of the leadership and management is good

The childminder evaluates the quality of the setting effectively and monitors her assistant's practice regularly. She reflects well on the service she provides, identifying her setting's strengths and areas to improve. She works conscientiously with others, such as local childminders, to help improve children's experiences and outcomes. For instance, they share advice during children's centre drop-in sessions to maintain good teaching levels. Safeguarding is effective. The childminder implements clear policies and procedures to keep children safe. She and her assistant understand their duties in ensuring children's welfare, and know how to report any concerns if they suspect a child is at risk of harm.

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Quality of teaching, learning and assessment is good

Children confidently play in a welcoming, friendly environment. The childminder provides a good range of activities to support their development. She and her assistant teach children well. They successfully support children's imaginative play, such as through role-play activities, joining in with them and developing their creative thinking. The childminder provides good opportunities for children to develop their mathematical skills. For example, she demonstrates how to count objects and teaches them how to recite numbers correctly. The childminder assesses children's abilities well. She observes children regularly, knows what they can do and plans age-appropriate activities to extend their learning effectively. She follows children's interests well generally and children are keen to join in.

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Personal development, behaviour and welfare are good

Children are safe and behave well. The childminder and her assistants act as good role models to help children learn how to behave with others. For example, they remind children to say 'please' and 'thank you', and teach them to have good manners. Children learn how to keep themselves and others safe while they play. For instance, the childminder reminds them not to throw toys in case they hit others. Children eat nutritious foods, are active and enjoy outings, such as to the local park, to develop their physical skills and well-being. The childminder supports children well to develop an understanding of good hygiene practices. For instance, she teaches them to wash their hands before they eat.

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Outcomes for children are good

All children make good progress and learn a range of skills that prepare them well for their future learning and eventually for school. For example, toddlers learn to walk and begin to say words. Children develop their physical skills well. For instance, they develop hand- muscle control while using tools. Children learn to interact confidently with others.

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Setting details

Unique reference number EY413077 Local authority Hackney Inspection number 1069013 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 2 Total number of places 12 Number of children on roll 5

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Name of registered person

Date of previous inspection 30 January 2014

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Telephone number

The childminder registered in 2010. She lives within the London Borough of Hackney. The childminder works weekdays from 8.30am until 5.30pm, throughout the year. She works with one assistant.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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