Omar, Zehra

Overall effectiveness Good

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

p.1

The provision is good

Children demonstrate they feel safe and secure in the childminder's care. She provides a warm, welcoming and homely environment where children appear happy and at ease. Children form close relationships with the childminder and enjoy sitting next to her when playing. They are confident talkers who readily describe what they see or hear. For instance, they hear a fire engine and say 'nee nor'. Children receive lots of praise and encouragement. This builds their confidence and self-esteem. The childminder encourages children to be kind and respectful towards each other. She encourages them to make choices as they play. She gives children time to explore and follow their interests. This helps children to develop positive attitudes toward their learning.

p.2

The provision is good

The childminder plans a wide range of exciting, challenging experiences overall. Children pretend to feed dolls and serve them tea in the role-play area. They respond well to gentle reminders, such as washing their hands before eating. The childminder is always close by to offer support when needed. The childminder involves children in making decisions. She asks them what activities they would like to take part in and she respects and values their choices and ideas. Children make good progress.

p.2

need to do better?

n The childminder uses what she knows about children's individual interests. She plans sequential learning activities to support children to develop their small- muscle skills. For instance, children scoop rice in small containers. They pick up rice with their fingers and sweep up any mess with a dustpan and broom. n The childminder uses observations well, overall, to understand children's interests and where they are in their learning. She monitors children's progress to ensure they do not fall behind in their learning. However, at times, the childminder does not focus sufficiently on what children need to learn during some activities, to extend their learning further. n Partnerships with parents are strong. Parents gives complimentary praise. They say their child has made 'dramatic improvements' since joining. The childminder shares children's learning through journals, daily conversations, photographs

p.2

need to do better?

and observations. n The childminder provides a wide range of different materials for children to explore. However, she does not consistently encourage children to use these materials and help them to make marks in different ways, to fully extend their early literacy skills. n The childminder has a secure understanding of how to build on children's experiences. For example, she knows children have an interest in cars so she plans trips for them to observe a variety of cars.

p.2

need to do better?

27 April 2022 n The childminder interacts well with the children. She is affectionate and gentle in her approach. She engages in conversation during play and asks open-ended questions, promoting children's communication skills. n Children behave well. The childminder has a consistent approach to managing their behaviour. She listens, supports children when they are unsettled and sings songs to encourage children to tidy up their toys. n The childminder understands the importance of promoting healthy eating. She provides information to parents about her menu. The childminder talks to children about healthy food choices at mealtimes, which supports their understanding and awareness of the benefits of eating nutritious food. n The childminder develops effective relationships with other professionals. For example, she discusses her practice with her childminding coordinator, makes good use of local groups and works closely with children's teachers to support

p.2

need to do better?

their progress. n The childminder has high expectations for all children, overall. She keeps track of children's progress and adapts activities in the setting to meet children's needs. This includes those children with special educational needs and/or disabilities. The childminder is keen to attend a course on autism spectrum disorder to enhance her practice. n The childminder understands how to teach early years children mathematics. The childminder uses words such as 'fast' and 'slow' when children roll a magnetic train around the room and talks to children about the size and shape. n The childminder supports children who speak English as an additional language effectively. She values their home language and encourages children to use this as they play. The childminder works closely with parents when children start and keeps them up to date with their child's progress. n Children have good opportunities to learn about the similarities between

p.3

need to do better?

themselves and others. They learn to respect and value people beyond their immediate family.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that her safeguarding knowledge is current. She has a clear safeguarding policy and knows the local referral procedures to follow if she is concerned about a child's welfare. The childminder completes effective risk assessments and supervises children well. This helps to keep children safe. The childminder helps children to learn safe practices, such as holding hands and wearing a wristband with her contact details. The childminder is mindful of broader aspects of safeguarding, including the 'Prevent' duty. She appropriately supervises children. The childminder implements robust records, policies and procedures, which helps to support children's well-being.

p.3

should:

n place a sharper focus on the skills children need to learn, to support their learning to an even higher level n make better use of opportunities for younger children to make marks and explore early writing.

p.4

Setting details

Unique reference number EY432489 Local authority Hackney Inspection number 10063135 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 5 July 2016

p.5

Information about this early years setting

The childminder registered in 2001. She lives in Hackney Downs, within the London Borough of Hackney. The childminder operates on weekdays all year round.

p.5

Inspection activities

n This was the first inspection the provider received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the provider and have taken into account in their evaluation of the provider. n The childminder showed the inspector all the areas of the home used for childminding. n The inspector discussed the quality of education with the childminder through a joint observation. n Documentation was sampled by the inspector, such as the childminder's first-aid certificate and public liability insurance. n The inspector completed a learning walk with the childminder and discussed how she implements her curriculum.

p.5

Inspection activities

27 April 2022 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

27 April 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7