Jaigirdar, Sufia Rabbi

Jaigirdar, Sufia Rabbi

Unique reference number (URN): EY309780 Address: 34 Brisbane Road, Ilford, Essex, IG1 4SP Type: Childminder Registered with Ofsted: 18/10/2005 Registers: EYR, CCR, VCR Registered person: Jaigirdar, Sufia Rabbi

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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 typically make good progress from their starting points and have a positive attitude to their learning. They focus for prolonged periods, share their experiences during their play and articulate what they know in an age-appropriate way.

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Achievement Expected standard

Children begin to develop a secure understanding of early mathematical concepts, such as number, size, shape and quantity. For example, they count sticks and compare their lengths. This supports children's problem-solving skills and prepares them well for future learning in mathematics. Children confidently engage in back-and-forth conversations. They communicate their needs and desires. Children are confident communicators and demonstrate good listening and attention skills.

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Achievement Expected standard

Children make independent choices in their learning activities. They confidently interact with the childminder and seek cuddles and reassurance from her when needed. They listen carefully to instructions and show care and respect as they play. Children develop skills and behaviours they will need in their next stage of learning. They know what is expected of them and make choices about what they want to do next. Children independently tidy up when they have finished one activity before eagerly moving on to the next one.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and settled in the setting and form secure attachments with the childminder, who is affectionate, caring and responsive to their needs. The childminder recognises when children need reassurance and offers them cuddles. This helps children have a sense of belonging and feel secure in her care. Children are especially kind and loving towards each other. They are very well behaved and mindful of each other's needs and feelings. Older children act as positive role models for younger ones by sharing toys and inviting them to join in with activities, creating an inclusive environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children through established routines to develop their skills in personal care and independence. Children work carefully and diligently to wash their hands, put on and remove their shoes and place their bowls in the sink after meals. The childminder and her assistants celebrate children's achievements as they happen with warmth and praise. This develops children's confidence and self-esteem. The childminder knows children very well. She is responsive to their individual learning and care needs, such as providing a high level of adult support to children settling in. The childminder has high expectations for children's behaviour. Children play well together. They understand their emotions and regulate their feelings well with the support of the childminder. Children treat each other with kindness as they collaborate, such as sharing the glue and spreaders during a sticking activity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder places a strong emphasis on monitoring children's attendance. She works closely with parents and carers to promote children's attendance. The childminder places the utmost importance on supporting children to learn consistent routines, which children follow with confidence. Children understand what is happening next and respond positively to transitions, such as by eagerly preparing to go outside to the garden.

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Children's welfare and wellbeing Expected standard

The childminder places importance on developing children's learning to regulate their emotions. Her effective teaching and support for children's personal, social and emotional development enable children to express themselves effectively. This enhances children's experiences and enjoyment as they play.

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Children's welfare and wellbeing Expected standard

Children form close relationships with the childminder and her assistants. Parents and carers express that they value the home-from-home care the childminder provides. Children bring in and show their toys to friends and have their individual resources on their pegs. This encourages children to develop a strong sense of belonging in the warm and nurturing environment.

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Children's welfare and wellbeing Expected standard

Children learn the importance of healthy practices. They sing a song together about how to brush their teeth and practise by using dolls. Children wash their hands after toileting and before lunch. The childminder has high expectations of how children should behave, and children respond positively. The childminder carries out care routines, such as nappy changes, sensitively and respectfully. Children receive positive support through conversations as they learn about their own hygiene needs.

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Curriculum and teaching Expected standard

The childminder plans activities to cover all areas of learning. For example, during an activity, she has higher expectations of the older children to talk about the dried marigolds they have collected. She adapts the activity to encourage younger children to have a sensory experience of exploring them. However, the childminder does not consistently respond to the older children's comments and questions, due to supporting the younger children. This causes the older children to begin to lose focus. During these times, their learning is not fully enhanced. The childminder recognises that teaching could be more concise and effective when separated for each age group so that all children benefit.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development well. She understands the importance of providing rich language opportunities for children. For example, the childminder encourages and models the use of action words, such as 'push' and 'turn', during shape sorting. Additionally, while exploring the autumnal items, the childminder introduces descriptive words, such as 'soft', 'hard' and 'dried'. This helps to broaden children's language and understanding.

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Curriculum and teaching Expected standard

The childminder knows children well. She uses her understanding from the ongoing assessments of each child to plan experiences that build on the things that children already know and can do. She weaves what children need to learn next throughout children's daily play. The childminder ensures that children embed these skills before moving them on to the next stage.

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Curriculum and teaching Expected standard

The childminder supports children's physical development effectively through a broad range of activities that promote their large- and small-muscle skills. Children develop their large muscles through outdoor play. They engage in sticking activities to strengthen their small muscles. This helps children to gain confidence and control over their movements.

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Inclusion Expected standard

The childminder supports children who speak English as an additional language effectively. She continues to promote the use of children's home languages and learn basic words to support children's wellbeing. She uses stories and songs to develop children's speech and language. This helps children to gain confidence and make progress in using the English language.

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Inclusion Expected standard

The childminder fosters a respectful and inclusive ethos, where children begin to develop an appreciation of diversity. Children have regular opportunities for visits in their local community, such as to parks and the library. The childminder uses these experiences to help children gain an understanding of the wider world.

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Inclusion Expected standard

The childminder has developed a loan library for books and toys. This ensures that all families have the same opportunities to access activities to support children's ongoing learning at home. The childminder uses her observations to identify gaps in children's learning. She takes immediate action by engaging with parents and carers. This approach to early intervention helps to quickly close any gaps in children's development.

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Inclusion Expected standard

The childminder has experience and knowledge of how to provide additional support for children with special educational needs and/or disabilities. This includes putting plans in place to support a graduated approach in their learning to ensure that children make progress in their development.

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Inclusion Expected standard

The childminder has knowledge of early years pupil premium funding. She has previously used it to tailor support for children's development by providing resources to enhance children's early interests to extend their learning.

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Leadership and governance Expected standard

The childminder works together with parents and carers to offer a consistent approach for children. She involves parents in all aspects of their children's learning and development. Parents are highly complimentary of the care and learning their children receive and the progress their children continue to make, especially in communication and language. They value the regular updates the childminder shares with them about their children's progress and learning.

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Leadership and governance Expected standard

Parents receive activities to support their children at home. These positive relationships help children's continuity of learning. Parents say that their children are happy and thriving. The childminder is reflective in her practice. She identifies areas for improvement in activities she delivers. For instance, since the last inspection, she has attended a range of professional development training to enhance her knowledge and skills in all areas of children's learning, to support her to improve her planning and delivery of the curriculum. The childminder is evaluating her outdoor provision to further improve learning opportunities for children's physical development.

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Leadership and governance Expected standard

The childminder supports the practice of assistants well. She meets with them daily to discuss their wellbeing. She ensures that all essential training is completed and encourages assistants to access additional courses to enhance their knowledge. The childminder and her assistants work closely to plan the curriculum. They share their unique strengths and knowledge well as a team. This supports all children in making progress and enables them to be well prepared for their next stage of learning.

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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 works with assistants and creates a warm, homely environment, where children settle quickly. When children need a little comfort, they confidently seek out the childminder and her assistants for a reassuring cuddle. Children form strong bonds with them and demonstrate that they feel safe, secure and valued. These secure relationships help children to develop their emotional wellbeing, confidence and resilience well. The childminder provides a stimulating, safe and well-organised setting. This helps children to be happy and have a sense of belonging. They are excited by their learning and confidently choose to explore their favourite toys and activities.

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

The childminder and her assistants are calm and show genuine respect and interest when engaging in conversations with children. These positive behaviours are reflected in the way children socially interact with one another. All children behave very well and show kindness and consideration towards their friends. For example, they help each other to find and collect items from the natural world for their activity on learning about the seasons.

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

The childminder understands the importance of helping children to develop their speech and communication skills. She supports children's communication by modelling and providing regular opportunities to share back-and-forth interactions. For instance, children snuggle together with the childminder to listen to stories and talk about the books. This supports them to build confidence in using language and engage more effectively in conversations.

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

The childminder promotes children's health and wellbeing. Children learn about healthy eating during daily activities. For instance, they grow their own fruit and vegetables, which are often used in the nutritious and balanced meals the childminder prepares. Children have lots of opportunities to develop their physical skills. They develop their core stability and strength in the childminder's garden, using climbing equipment and pushing ride-along cars.

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Inspector:

Jaswinder Rakhra Additionally, children enjoy taking part in movement sessions and access the local park to develop their physical skills further.

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Next steps

The childminder should focus on planning and teaching even more precisely during adult- led activities to support the individual learning needs of all children.

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About this inspection

The inspector spoke with the childminder and her assistants, parents, carers and 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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About this inspection

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

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Address:

Registered person: Jaigirdar, Sufia Rabbi

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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

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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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