Sheik, Fozia Mohamed

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

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The provision is good

The childminder knows children and their families extremely well, which helps her to build strong relationships with them. Children are happy and settled in the childminder's care. Children benefit from a curriculum that focuses on their interests and what they need to learn next. The childminder encourages children to choose what they would like to play with. She makes sure that her interactions with children take account of children's next steps in learning, so all children make good progress. She plans the learning environment so that it is motivating and supports children to make choices. Children confidently know where to find their favourite resources and make independent decisions about their play. Older children confidently ask for painting activities and spend a great length of time exploring mixing colours. This ensures that children are motivated for long periods of time.

p.2

The provision is good

The childminder has positive expectations for children's behaviour and makes sure that any assistants understand these, so children experience a consistent approach. All adults model kindness, gentleness and respect.

p.2

The provision is good

The childminder provides outings that support children to develop their understanding of the world and social skills. These include visits to toddler groups, the library and parks. This helps children to gain confidence in interacting with different people and supports their learning about the local community.

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need to do better?

n The childminder understands the importance of providing an inclusive environment for all children. She understands the need to work closely with other professionals to meet the needs of individual children, including those with special educational needs and/or disabilities. The childminder plans her curriculum, and she adapts her practice, to help all children to make the best possible progress. n Children who speak English as an additional language are supported to develop their understanding of English. The childminder provides a narrative as children play, which exposes them to new words and concepts. She confidently uses her knowledge of their home language to model words in both languages. This helps develop a sense of what makes them unique. n Overall, the childminder's engagement and interactions support children's learning well. However, there are times when the childminder focuses on the most able and confident children during activities. This means that quieter

p.2

need to do better?

children can miss out on learning and opportunities to further develop their language skills. n Children enjoy being physically active. They play with balls, excitedly throwing them into a hoop. The childminder uses these play opportunities to support

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need to do better?

15 January 2025 children to learn about mathematical language. She encourages children to count and compare numbers as they take turns to use the hoop. n Children develop a love of books and storytelling. They enjoy sitting and looking at their favourite books, turning the pages and attempting to retell the story. The childminder provides lots of good-quality books for children to independently access. She readily reads stories with them when they request. n The childminder is calm and caring, and children relate very well to her. Children are confident and sociable. The childminder makes sure that she supports children's routines from home. For example, children follow their sleep and feeding routines. n The childminder recognises the importance of promoting children's awareness of self-care routines. Children know the importance of washing their hands before eating. Younger children are encouraged to persevere as they use utensils to

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need to do better?

feed themselves. This helps to develop children's fine motor skills. n The childminder is reflective of her practice and networks with other childminders and the local authority to share ideas. She has completed statutory training, such as safeguarding and first-aid courses. However, she does not focus her professional development precisely on extending her knowledge of early years education to an even higher level. She has not undertaken regular training to ensure that her practice and knowledge are current. n Parents speak highly about the quality of care and education that the childminder provides for their children. They mention that the childminder has helped them to toilet train their children and supported their children's language development. Parents comment that the childminder is loving and knowledgeable. They praise the childminder for sharing information on their children's development and seeking support from other agencies when needed.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n ensure all children have opportunities to consistently develop their communication and language skills n focus professional development more precisely on enhancing the quality of education so that all children make the best possible progress.

p.3

Setting details

Unique reference number EY548173 Local authority Brent Inspection number 10381332 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 4 Number of children on roll 4 Date of previous inspection 1 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in the London Borough of Brent. The childminder operates for most of the year, from 8am to 6pm, Monday to Thursday. She provides government funded childcare. The childminder works regularly with an assistant.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Parents shared their written views with the inspector. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector talked to assistants at appropriate times during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

15 January 2025 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.

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Inspection activities

15 January 2025 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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