Amarh, Linda

Amarh, Linda

Unique reference number (URN): 159860 Address: 88 Mitchellbrook Way, LONDON, NW10 8PE Type: Childminder Registered with Ofsted: 25/06/2001 Registers: EYR, CCR, VCR Registered person: Amarh, Linda

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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 progress in their communication and language skills. They confidently use new vocabulary introduced through stories and songs, expressing their ideas and needs clearly. Children listen attentively during storytelling sessions, join in enthusiastically with singing, and show enjoyment in retelling familiar stories, demonstrating good recall and understanding. They are able to follow instructions, take turns in conversations and ask questions to deepen their learning.

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Achievement Expected standard

Children with special educational needs and/or disabilities (SEND) receive support to participate fully, using role play and counting games to gain confidence in speaking and early mathematics. Through regular outings, children learn to count, identify colours and shapes in the environment and discuss how to stay safe. Socially, children play cooperatively with their peers, form friendships, and show kindness, sharing resources and waiting patiently for their turn. These achievements ensure that children are well prepared for their next steps, including school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds excellent relationships with children and their families, fostering a sense of trust and belonging. Parents and carers receive updates on their children's progress and are encouraged to participate, helping to build a strong partnership. Regular attendance and punctuality are emphasised, with the childminder working closely with families to highlight the positive impact on children's learning and development and swiftly addressing any concerns that may arise.

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Behaviour, attitudes and establishing routines Expected standard

Clear and consistent routines are embedded throughout the day, helping children to understand what is expected of them. These routines help children feel secure and support them in developing positive behaviours and an awareness of boundaries. The childminder actively encourages children to collaborate, share resources and play cooperatively with their peers. She plans group activities, such as shared games and themed projects, to develop turn taking and respectful communication.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's emotions with care and sensitivity, adapting support to each child's age, stage and individual needs. She guides children to understand and express their feelings, receiving reassurance and positive reinforcement. The promotion of equality and diversity remains central, with the childminder respecting and celebrating individual differences. Her inclusive practice ensures that every child, regardless of their background or ability, is given equal opportunity to participate and thrive. Through these thoughtful strategies, children develop social confidence, empathy and the ability to build positive relationships. This lays the foundation for a respectful and welcoming environment for all.

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Children's welfare and wellbeing Expected standard

Children's welfare and well-being are central to the ethos of the setting, with careful attention given to children's physical development and personal safety. The childminder pays close attention to each child's health. If there are any changes, she quickly talks with parents or carers and may suggest a visit to the doctor if needed. The childminder establishes secure and nurturing attachments, so every child feels safe, valued and confident to explore. She helps children to grow strong and healthy by having time to play every day in safe spaces indoors and outside.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe every day. The childminder shows children how to use equipment and toys safely. She helps them think about risks when they play, such as going up and down steps or using scissors with help. When they go out or pretend in role play, she talks to them about road safety and not talking to strangers, so they know how to stay safe outside too. Children brush their teeth with the childminder watching and learn how to look after their teeth. She teaches them about eating healthy foods and taking care of themselves.

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Children's welfare and wellbeing Expected standard

The childminder works with parents to make sure sleeping, weaning and feeding routines suit each child. By talking openly and supporting children, she helps them become strong, independent and able to make healthy, safe choices for themselves in the future.

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Curriculum and teaching Expected standard

The childminder interacts warmly and responsively with children, tailoring activities to their individual interests. Children participate keenly in storytelling and singing sessions, showing excitement as they join in with songs and stories. The childminder uses daily outings to the park to allow children to build physical skills by running, climbing and balancing. Indoors, children are encouraged to handle items carefully, such as tweezers and puzzles. This helps to strengthen children's hand muscles and coordination.

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Curriculum and teaching Expected standard

Language development is a priority, with the childminder introducing various vocabulary during play and conversations. She adapts her language during stories to suit each child and uses songs to teach new words. The childminder plans outings to playgroups and travels with children on public transport to offer them further opportunities to experience diverse language and contexts. Activities such as counting steps to the bus stop make mathematics fun and accessible. The childminder discusses safety topics, such as stranger danger, during walks to help children learn how to keep themselves safe. Throughout these experiences, children practise different movements and object handling, supporting their physical growth. Teaching is adapted for disadvantaged children and those with SEND through ongoing assessment and targeted one-to-one support. However, the childminder does not consistently offer more opportunities for children to explore, take initiative and follow their

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Curriculum and teaching Expected standard

own interests, to promote greater independence and curiosity.

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Inclusion Expected standard

The childminder is committed to inclusion, ensuring that every child receives tailored support. Children thrive as they enjoy activities that promote their learning and achievement. For example, they count fruit at snack time and use numbers during tea parties, building mathematical skills naturally. Children recall story characters in play, using rich vocabulary, and enjoy puzzles that develop problem-solving. The childminder removes any barriers to children's learning by making adjustments so that every child can succeed.

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Inclusion Expected standard

The childminder allocates funding carefully, choosing resources that support children's learning at home and in the setting. Recent training on the graduated approach and supporting children with SEND has greatly benefited children with SEND. The childminder introduces new vocabulary step by step and uses visual aids and repetition. She helps children develop their speaking and listening skills with growing confidence. Ongoing professional development enables her to plan for each child's next steps and provide high- quality, sensitive and tailored support.

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Inclusion Expected standard

The inclusive ethos includes healthy nutrition and oral hygiene. The childminder encourages families to register with dentists and delivers sessions on healthy habits. She monitors progress closely, ensuring that all children's needs are met and improvements are seen. By using the graduated approach and targeted funding, the childminder supports learning at home and in the setting. Parents are empowered to reinforce their children's milestones, promoting positive outcomes for all children.

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Leadership and governance Expected standard

The provider demonstrates a clear commitment to children's wellbeing, regularly reviewing and adapting practice to meet the needs of all children. She maintains regular contact with the local authority, staying up to date with changes to regulations, which she implements effectively.

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Leadership and governance Expected standard

The childminder reflects on her practice and prioritises professional development. She undertakes targeted training in areas such as autism and healthy nutrition to meet the specific needs of children in her care. The childminder works closely with parents, carers and professionals to monitor children's progress and adapt strategies as needed, ensuring that each child receives tailored support. She responds to feedback from parents and recommendations from previous inspections, making improvements where needed. Ongoing professional development and engagement with local networks, including attending weekly childminder groups, support her in sharing professional dialogue and best practice with peers. This also provides children with opportunities to develop friendships and social skills in the community. The childminder manages her workload and wellbeing effectively, ensuring that she remains responsive and attentive to children and their families. She actively seeks parental

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Leadership and governance Expected standard

feedback. The childminder takes all decisions in the best interests of children, working closely with families and external partners to ensure that each child's needs are met and address any concerns promptly.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

The childminder welcomes children into a warm and nurturing environment, where their well- being is prioritised. She closely observes and supports children's progress. The childminder puts individual learning and care plans in place to ensure that children's needs are met. She encourages children to develop strong language skills through regular access to books, stories and conversations. The childminder fosters children's social skills through shared mealtimes, play, and attendance at local childminder groups. This allows children to build friendships and a sense of belonging in the community.

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

The childminder addresses children's additional needs, such as dietary preferences, sensitively in partnership with families. She undertakes training to further enhance the support she provides. The childminder works closely with parents and carers and local agencies, using resources such as inclusion funding to ensure that children experience consistency between home and the setting. Feedback from parents and carers highlights the childminder's caring and attentive approach, with regular updates and open communication. Children develop their independence, good manners and hygiene routines in a homely atmosphere. The childminder helps children to feel safe, valued and ready for their next stage of learning.

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Next steps

The childminder should continue to review and enhance the curriculum to make sure that it consistently inspires children's curiosity and supports their ongoing learning and development.

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About this inspection

The inspector spoke with childminder, children and parents and carers 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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 .

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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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