Ahmed, Sultana

Inspection date

Previous inspection date 9 April 2018 27 July 2015

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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 monitors the quality of her provision well and maintains good standards. She regularly seeks the views of parents to make continuous improvements.  The childminder and her assistants contribute to children's good social and emotional development. They model positive behaviour and build warm relationships with children. Children's emotional well-being is supported well.  The childminder has established a good two-way flow of information with parents. Information about children's learning is regularly shared and parents are encouraged to engage in children's learning experiences.  The childminder helps children to develop a good understanding about growth and living things. For example, children grow seeds and watch eggs hatch.  The childminder provides good support for her assistants to increase their knowledge and develop their teaching practice. This contributes to children's good progress.

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This provision is good

 Children are provided with accessible resources that they enjoy using and exploring. This helps them to become independent and motivated learners.

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It is not yet outstanding because:

 Some children do not have consistent opportunities to understand and celebrate their backgrounds and home lives.  Very occasionally, younger children become distracted during group activities or are not settled down to sleep when they are tired.

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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

 enhance opportunities for children to fully understand and celebrate their backgrounds and heritages  revise routines and group activities to better meet the needs of the youngest children.

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Inspection activities

 The inspector jointly observed and discussed a children's activity with the childminder.  The inspector reviewed documents, including learning records for children, evidence of the assistants' suitability and professional development, and children's activity plans.  The inspector read written testimonials from parents during the inspection.  The inspector held discussions with the childminder and her assistants at appropriate times.  The inspector observed the quality of interactions between the childminder, her assistants and the children, and assessed the impact of these on children's learning.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder completes training to keep her safeguarding knowledge up to date. The childminder and her assistants are aware of the potential risks posed to children and how to recognise and report concerns about children's welfare. The childminder considers the views of parents when she evaluates her service. For example, she has implemented systems to improve communication between assistants who work on different days. The childminder provides effective support and guidance for her assistants to help them develop good teaching skills. They work together well to support children's care and learning needs. This helps children to achieve good outcomes.

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Quality of teaching, learning and assessment is good

The childminder encourages parents to share children's achievements and their observations of learning that happens away from her setting. The childminder and her assistants know the children well and are aware of what they need to learn next to make progress. Children develop an understanding of number and use their imaginations well. For example, assistants count with toddlers as they put candles in the 'cupcakes' they make using play dough. The childminder encourages babies as they look at home-made books containing photographs from past events. This helps to contribute to children's early literacy skills. The childminder and her assistants make good use of resources in the community to enhance children's learning experiences. For instance, children make visits to the local playgroup.

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Personal development, behaviour and welfare are good

The childminder and her assistants provide very good support for children's social and emotional development. Children show that they feel happy and secure. The childminder and assistants build strong bonds with the children. They frequently gives hugs and cuddles, and offer reassurance to children when they become upset, for example, when they hear loud noises from nearby building works. Children develop good social skills. For example, very young children give cuddles when their friends are upset. Children share resources and help each other. The childminder helps children to develop a strong sense of belonging, for instance, as she shares books that contain pictures of children's close family members.

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Outcomes for children are good

Toddlers develop the small hand muscles needed for early writing as they pinch and manipulate dough. Older children recall and discuss past events as they look at pictures and photographs. Children learn how to share and take turns. They learn about life cycles as they wait patiently for chicks to hatch. Children develop the skills needed for their next stages of learning.

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Setting details

Unique reference number EY275281 Local authority Southwark Inspection number 1128918 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 9 Number of children on roll 10

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Name of registered person

Date of previous inspection 27 July 2015

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Telephone number

The childminder registered in 2003. She works Monday to Friday, all year. The childminder employs a total of three assistants and works with at least one assistant each day. The childminder and one of her assistants hold qualifications at level 3.

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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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