Khan, Sobia

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

The childminder has happy, warm relationships with children. She values them highly as individuals. The childminder takes time to get to know children well. She helps children to feel safe and happy, for example by finding out familiar words in their home language if children speak English as an additional language. This supports children's developing understanding.

p.2

The provision is good

The curriculum is balanced and interesting, and children gain valuable skills in preparation for school. They take part in a rich range of activities. For example, they enjoy pressing buttons to create different effects on electronic toys. This supports their understanding of technology. Children develop a good knowledge of the world around them. For instance, the childminder plants coriander seeds in soil with children to teach them how things grow. Children learn to share and to take turns well. For example, they play cooperatively in the home corner as they prepare meals together. Children show caring skills and pretend to take care of baby dolls by dressing and feeding them. The childminder has high expectations of children, overall. She manages their behaviour well. The childminder explains why certain behaviour is not acceptable. Children are clear about the childminder's expectations, and she shares group rules with them. Children behave well.

p.2

need to do better?

n The childminder plans a variety of stimulating activities. She uses the information she gets from observing children to ensure that children are suitably challenged overall. All children make good progress. n Overall. the childminder supports children's communication, language and early literacy skills well. For example, children select pictures of song characters to choose songs. They learn new words as they sing action songs and rhymes. The childminder reads a wide range of popular stories to children. She teaches them new words as she reads and listens to their comments. n Children have good creative skills. For instance, they enjoy drawing and painting using different tools and materials, such as chalk, paint and crayons, on paper and other surfaces. n The childminder supports children's mathematics skills well. For example, she sings counting songs and rhymes and counts objects with children as they play.

p.2

need to do better?

The childminder uses mathematical language to help children to describe the size, shape and weight of objects. n Children gain a good understanding of and respect for difference. For instance, the childminder teaches children about special festivals and events linked to culture and religion, such as Eid, Diwali and Chinese New Year. She reads stories to children about these festivals. The childminder also has a wide collection of multicultural toys and resources, such as dolls, puzzles and books.

p.2

need to do better?

11 March 2022 n Children develop good physical skills. For instance, the childminder takes children to the local park where they climb over frames, run freely and play throwing and catching games. Children develop their small muscle skills, for example by taking part in a range of creative activities such as painting with a paintbrush. n The childminder works well with parents. She provides daily verbal feedback on children's care, activities and progress. The childminder provides effective opportunities for parents to support their children's learning, such as providing home-learning activities. n The childminder is committed to the further development of her skills and knowledge. For instance, she has attended a range of courses, including a course on promoting children's oral hygiene which has led to improvements in this area. n Children have good independence skills. Older children put on their coats and

p.2

need to do better?

shoes, while the childminder supports younger ones to gain these skills. Children help to tidy away toys at the end of their play. n The childminder provides children with freshly prepared healthy meals and snacks. She talks to children about the value of eating well to promote a healthy lifestyle. n Overall, the childminder questions children effectively. However, on some occasions, there are times when older children are not fully encouraged to try to solve problems for themselves.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is vigilant about children's safety. She is aware of the possible indicators that could show that a child is at risk of being abused. The childminder has a good understanding of the procedures to follow to report her concerns. She is alert to any indications that a child may be at risk of being exposed to extreme views or behaviours. The childminder knows the relevant agencies to whom she must report her concerns to protect children from harm. She prioritises children's safety. She carries out daily checks in all parts of her home and on toys and resources to ensure that they are free from hazards.

p.3

should:

n provide opportunities for older children to develop their problem-solving skills further.

p.3

Setting details

Unique reference number EY346997 Local authority Hounslow Inspection number 10138021 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 29 January 2016

p.4

Information about this early years setting

The childminder registered in 2007. She lives in Hounslow in the London Borough of Hounslow. The childminder provides care for children Monday to Friday from 7.30am to 6.30pm all year round and is closed on public bank holidays. She accepts funding for free early years education for children aged two, three and four years.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder talked to the inspector about how she organises her provision and her curriculum intent while the inspector viewed the premises. n The inspector observed an activity and evaluated this with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector observed the interaction between the childminder and children and discussed their progress. n Some documentation was viewed by the inspector and a discussion was held with the childminder. The inspector read written feedback from the children's parents.

p.5

Inspection activities

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.

p.5

Inspection activities

11 March 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6