Mirza, Ayesha

Overall effectiveness Good

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

p.1

The provision is good

The childminder creates a calm and happy environment for children. Children are confident and secure in her home. They have strong and trusting relationships with the childminder. Children enjoy spending time with the childminder, they come to her for reassurance and cuddles. Children like to share their activities and learning with the childminder. When the childminder offers them praise, they smile proudly.

p.2

The provision is good

The childminder has created a strong routine for the children to follow. She has clear and respectful boundaries and children behave well. The childminder provides children with gentle reminders of the rules within her home. For example, when children climb on furniture the childminder talks to the children and explains that they may hurt themselves. Children listen and respond well. The childminder has high expectations of children's behaviour.

p.2

The provision is good

The childminder develops a child-centred curriculum that is ambitious for all children including those from disadvantaged backgrounds. She adapts the plannig and activities to meet individual children's needs. For example, children develop and practise fine motor skills and improve their hand-eye coordination. She provides children with opportunities to learn how to use scissors with care. When children find it a little difficult to cut using the scissors, the childminder models the correct technique. She describes each step, which helps develop children's understanding. As a result, children copy her and improve their control of the scissors.

p.2

need to do better?

n Experiences in the local community form a vital part of the childminder's curriculum. The childminder takes children to local children's groups and childminder network outings. These provide valuable opportunities for social interaction with children of the same age. These planned outings have been particularly beneficial for children who lack confidence around other adults and larger groups. n The childminder encourages children to make healthy choices around food. For example, the childminder encourages children to have a healthy breakfast and snacks. Children giggle and laugh as the read a story about a dinosaur who eats everyone's fruit. Children name the different types of fruit and are keen to help prepare and taste some of the fruits at snack time. n The childminder places a strong focus on teaching children the language of emotions and feelings. She talks to the children about how they feel, the

p.2

need to do better?

children answer 'happy' and 'shocked'. To check their understanding of emotions she asks more questions. However, the childminder sometimes asks too many questions in quick succession. This means children are not always given time to

p.2

need to do better?

17 April 2025 think about the questions asked or to respond. n Children show high levels of engagement during activities that interest them. They show enthusiasm in completing puzzles. The childminder uses positional language to enhance children's play. Children show their understanding of language such as 'next to', 'on top' and 'in the corner'. The childminder knows her children well and identifies the next steps in their development. n Parents praise the childminder's attentive and caring nature. They comment on the progress their children have made, especially in areas such as mathematical development and literacy. Parents are impressed by children's improvements in letter formation and recognising numerals. The childminder communicates effectively with parents and parent partnership is a strength. n The childminder gathers information about children's home languages. She provides opportunities for children to use or hear their home language during

p.2

need to do better?

their play and learning. She uses key words in the children's home language to help them convey their wants and needs. The childminder celebrates children's culture and diversity through the languages they speak. n Children's independence and self-care is promoted by the childminder. She toilet- trains children and teaches them about privacy and how to keep clean. Children are encouraged to self-feed at meal and snack times. They peel their fruit and use child-friendly knives to cut fruit at snack time. This helps children gain necessary independence in managing their own self-care needs.

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 support children's learning further by ensuring children have time to think and respond to the questions asked.

p.3

Setting details

Unique reference number EY425337 Local authority Redbridge Inspection number 10372322 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 1 Date of previous inspection 11 April 2019

p.4

Information about this early years setting

The childminder was registered in 2011 and lives in Chigwell. London Borough of Redbridge. She operates all year round from 8am to 7pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 early years foundation stage curriculum. n Parents shared their views of the setting with the inspector. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

17 April 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

17 April 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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