Salaad, Safiya Sheik

Salaad, Safiya Sheik

Unique reference number (URN): 2738961 Address: 15 Denbigh Street, St Pauls, Bristol, BS2 8XG Type: Childminder Registered with Ofsted: 24/07/2023 Registers: EYR Registered person: Salaad, Safiya Sheik

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make steady progress from their starting points. They grow in confidence and develop early learning skills, such as listening attentively, watching others and contributing at their own pace. For example, during group activities such as 'What is in the Box?', children listen to simple questions, make choices and attempt to describe objects. This supports children who are learning English as an additional language and those who need more time to organise and share their ideas, enabling them to take part more confidently over time.

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Achievement Expected standard

Children develop early physical control through meaningful routines. They use cutters, crayons and utensils with increasing care and control. This helps them to strengthen their fine motor skills and manage tasks independently. Children feed themselves independently at mealtimes and make marks with purpose when drawing characters from a familiar story. With continued support to access shared activities, all children build secure foundations, preparing them well for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well in a calm environment where routines are clear and consistent. They follow expectations, such as washing their hands before snack and tidying after play, because the childminder explains the reasons behind rules. For example, she reminds children that sharp knives are only for adults and that sitting while eating helps to keep them safe. This supports children to manage their behaviour and understand how to stay safe.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows children well and forms positive relationships with them. Her interactions help children learn how their behaviour affects others. When disagreements occur, the childminder uses simple language alongside signing, helping children to recognise their feelings and adjust their actions. Children respond quickly to this guidance, building their early skills of regulating their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Children take responsibility for small tasks, such as finding cloths to clean tables. They are encouraged to handle resources carefully, following the childminder's modelling to treat shared spaces respectfully. These routines build children's independence, cooperation and positive attitudes towards their learning. The childminder promotes the importance of attendance, contacting parents when children are absent and explaining how regular routines support friendships and participation in learning. This helps children to feel secure and ready to learn alongside their peers.

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Children's welfare and wellbeing Expected standard

Children experience respectful care that supports their physical and emotional wellbeing. The childminder explains why care is needed, for example, telling children they need dry clothes, so they do not feel cold after outdoor play. Personal care protects children's dignity and builds trust. During routines, the childminder talks, sings and responds to children's interests. Her warm, consistent and responsive interactions help children to form secure attachments and support early communication. This gives children confidence to explore their environment and engage positively in daily routines.

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Children's welfare and wellbeing Expected standard

Mealtime routines promote healthy attitudes without pressure. When children are still developing confidence in eating away from home, she provides familiar food initially. The childminder sits alongside children, does not force eating and monitors children's comfort, planning to seek advice if concerns continue. This helps children to build a positive relationship with food at their own pace.

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Children's welfare and wellbeing Expected standard

The childminder shows an awareness of safe sleep guidance. She explains that she adapts sleep arrangements depending on children's needs, using fully reclined equipment or a travel cot and checking children's position and comfort regularly. Her calm manner during transitions, such as preparing for rest or returning indoors, helps children to feel settled and secure. As a result, children develop emotional wellbeing alongside safe and responsive care.

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Curriculum and teaching Expected standard

The childminder plans a responsive curriculum focused on children's communication, social development and independence. Her assessments are purposeful and are based on what children can do, enjoy and need support with. For example, she selects familiar stories, so children can join in with repeated phrases and search for related objects, such as a toy monkey, to support their understanding.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical development well. She introduces shape names during dough play and supports them to count the pieces of fruit at snack time. Outdoors, she models vocabulary such as 'pour' and 'splash' while children explore sand and water. The childminder uses repetition, gestures and signing to help children understand new words and join in with the activities on offer.

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Curriculum and teaching Expected standard

The childminder prepares children for school, introducing simple letter sounds and discussing routines they are likely to encounter. She adapts activities to each child's pace. The childminder gives children extra time to think, models actions and decides turn order when necessary. She offers clear choices, helping children build confidence in communication and managing their feelings. However, during some group activities, the childminder allows more confident children to dominate resources or decisions. This means that quieter or newer children have fewer chances to explore ideas independently before taking part in the group.

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Inclusion Expected standard

The childminder uses her knowledge of children's family backgrounds, languages and routines to shape their learning. She encourages children's independence gradually. For example, the childminder supports children to cut a banana for themselves at snack time and dress themselves for outdoor play.

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Inclusion Expected standard

Communication support is well matched to children's needs. The childminder uses repetition, gestures and sign language, so children can join in and express themselves. For example, during minor disagreements, she pairs words with the sign for 'sad' to show how actions affect others. She assesses children's needs, plans strategies to support them and reviews the impact of her approach, adapting practice where necessary.

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Inclusion Expected standard

The childminder paces settling-in around children's emotional needs, which are informed through ongoing discussion with families. For example, when children are not yet ready to eat food provided by the setting, the childminder uses familiar meals from home initially to reduce children's anxiety and build their trust.

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Inclusion Expected standard

The childminder attends community groups that offer informal access to health visitors and speech therapists, enabling early advice when needed. Through these discussions and observations, she identifies potential barriers to learning and works closely with families and relevant professionals to adapt support and opportunities. As a result, children make steady progress from their starting points.

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Leadership and governance Expected standard

The childminder makes decisions based on children's needs, backgrounds and levels of confidence. She works closely with families, sharing information about children's routines, eating and emotional development. The childminder uses daily conversations and shares photos regularly to help parents understand how routines build children's independence. This also helps create consistency between home and the setting.

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Leadership and governance Expected standard

The childminder takes children on outings into the community, where she networks with other childminders and external professionals. These visits also give children access to songs and stories led by different adults. The childminder uses guidance from these sessions to check concerns and adapt her practice, supporting children's development quickly and appropriately. Managing decisions herself means changes can be made promptly without increasing her workload.

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Leadership and governance Expected standard

The childminder reflects on her practice and identifies that quieter children can be overshadowed during group play. This shows emerging self-evaluation that benefits children. However, the childminder does not consistently focus training and professional development precisely on these areas. As a result, improvements, such as organising group activities, are slower to develop, and children do not yet consistently benefit from more consistent practice.

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What it's like to be a child at this setting

Children arrive confidently and settle quickly because the childminder knows them and their families well. She provides familiar experiences that connect to children's previous learning. For example, children return independently to floor-based, mark-making activities. They draw long 'spooky snakes' and experiment with curves and zig-zags. This strengthens children's fine motor control and early writing skills.

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What it's like to be a child at this setting

The childminder's warm and responsive interactions help children to feel secure and ready to communicate. During story time, she pauses, so children can finish repeated phrases and copy animal sounds and gestures. In daily group activities, such as 'What is in the Box?', the childminder uses predictable songs and signing to help children join in confidently and take turns. These strategies strengthen children's early language and promote successful participation, particularly for children who are learning English as an additional language.

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What it's like to be a child at this setting

Children follow routines confidently because the childminder explains her expectations clearly. They wash their hands, help to clean tables before snack and sit safely while eating. When preparing fruit, the childminder reminds them that sharp knives are only for adults. By linking rules with reasons, the childminder strengthens children's understanding of risk and supports them to manage their own safety.

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What it's like to be a child at this setting

The childminder actively promotes children's attendance, sharing consistent weekly routines with families, including group sessions and outings. She encourages regular attendance, so children do not miss opportunities to build secure friendships and take part in planned learning. This strengthens children's sense of belonging and creates continuity that helps them feel secure.

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What it's like to be a child at this setting

Care routines are calm, respectful and rich in language. During nappy changing, the childminder protects children's privacy, sings familiar songs and talks about family members and things they notice in the environment. These interactions strengthen children's emotional security and build their early communication. As a result, children feel valued and are ready to learn.

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Address:

15 Denbigh Street St Pauls Bristol BS2 8XG

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

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Next steps

The childminder should refine group activities, so quieter and less confident children can explore and contribute confidently alongside their peers. The childminder should strengthen self-evaluation, so professional development is precisely targeted and has a consistent impact on children's experiences.

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About this inspection

The inspector spoke with the childminder and the children during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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