Qureshi, Helen Maria

Inspection date

Previous inspection date 27 July 2017 27 March 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 attends well to the needs of each child. Children make good progress in relation to their individual staring points and capabilities. They are well prepared for their next stage of learning and development, including starting nursery or school.  The childminder is committed to providing an accessible environment for children which is welcoming and stimulating. Children demonstrate good levels of independence with their self-care skills.  The childminder develops positive relationships with parents. She provides them with detailed information about the activities their children take part in. She encourages parents to support their children at home. For example, she offers clear advice and guidance and lends resources to promote continuity and shared learning opportunities.  The childminder successfully promotes children's emotional well-being. She supports children to make positive relationships with other children and adults, develop their

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This provision is good

independence and behave well. Close attachments have formed with the childminder.  Children's behaviour is good. The childminder supports children's understanding of what is right and wrong. Children learn to be polite and respectful.

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It is not yet outstanding because:

 The childminder reflects on her practice and provision effectively. However, she does not consistently build on her self-evaluation when changes occur. She does not strategically plan further improvements precisely when these are needed.

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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

 strengthen the arrangements for self-evaluation and focus on identifying precise plans for improvement that enhance outcomes for children.

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Inspection activities

 The inspector had a tour of the premises and talked with children as they played.  The inspector observed the quality of teaching during activities inside and outside, and assessed the impact this has on children's learning.  The inspector completed a joint evaluation with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke with a number of parents and viewed testimonials, taking their views into account.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows what action to take if she is concerned a child is at risk of abuse. She assesses all potential hazards in her home and takes steps to reduce risks to children. Children learn to identify hazards and manage risks for themselves, for example, when negotiating steps into the garden. The childminder undertakes a range of professional development opportunities to update her skills and knowledge. She incorporates any new knowledge into her teaching practice, which has a positive impact on outcomes for children. In addition, she and her co-minder monitor each other's practice as part of their professional development.

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Quality of teaching, learning and assessment is good

The childminder has a clear understanding of how to teach children the skills they need. She encourages children to converse with her. They talk about their experiences from home and recall events and experiences from the setting. The childminder promotes good literacy skills with children. She enthusiastically reads books of their choice, involving them fully. She encourages them to lift flaps and contribute to stories. Younger children explore the wide range of natural resources available. They take delight in peering through different coloured transparent blocks. Older children have fun developing their early mathematical skills. For example, they begin to understand size, volume and shape as they play animatedly in sand.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She knows the children well and meets their care and learning needs successfully. Children are self-motivated and play well together. They gain a good understanding of keeping healthy and staying safe. They learn about good hygiene practices and the benefits of eating healthy meals and snacks. Children's physical skills are developed effectively in the well-resourced garden. Children enjoy learning about the natural world. The childminder invites them to pick strawberries and eat them at snack time. Children behave well. The childminder provides praise and encouragement for their efforts that help to build their confidence and self-esteem.

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Outcomes for children are good

All children, including those who receive additional funding, make good progress in their development. Children of all ages show an interest in books and are beginning to enjoy favourite stories. Young children spontaneously sing their favourite nursery rhymes. Older children play imaginatively with puppets and dolls. Children are learning to count objects as they play. Younger children develop and refine their physical skills, for instance when they climb and balance. Older children are developing their early mathematical and literacy skills. They count confidently and recognise some letters and sounds, particularly those in their own name.

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Setting details

Unique reference number EY455113 Local authority Cumbria Inspection number 1102454 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 27 March 2014

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Telephone number

The childminder registered in 2012. She works with a co-childminder under the umbrella name of Victoria House, Child Care Services. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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

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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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