Rajani, Anita

Rajani, Anita

Unique reference number (URN): EY290673 Address: 244 Uppingham Avenue, STANMORE, Middlesex, HA7 2JS Type: Childminder Registered with Ofsted: 23/07/2004 Registers: EYR, CCR, VCR Registered person: Rajani, Anita

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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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Inclusion Strong standard

The childminder consistently provides highly effective and inclusive practice that enables every child to achieve, belong and thrive. She adapts her approach so that all children, including those who need extra support with their language needs or emerging barriers to learning, can participate meaningfully. The childminder uses strategies such as using children's home languages, modelling vocabulary, visual prompts and multilingual and multicultural resources. This helps children to engage confidently in their play, routines and activities. This personalised support allows children to build independence, develop confidence and make secure progress in their learning and development.

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Inclusion Strong standard

The childminder actively removes barriers to learning by giving children time to process ideas, encouraging sharing and supporting cooperative play. She ensures that all children can make choices that reflect their interests and curiosity. The childminder uses interactions throughout the day, such as singing, story time, role play and outdoor play, to strengthen children's communication, social skills and emotional development. She keeps her knowledge of how to support children with special educational needs and/or disabilities up to date to ensure that they receive tailored support.

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Inclusion Strong standard

The childminder works closely with parents and carers. She provides guidance, celebrates children's achievements and supports families, including during toilet training and health- related matters. Parents consistently report that the childminder's nurturing, flexible and responsive approach helps children to settle, feel secure and make meaningful progress. Through careful observation, ongoing assessment and strong partnerships, the childminder ensures that every child is valued, understood and well supported to flourish.

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Achievement Expected standard

Children typically make strong progress from their individual starting points because they experience a wide range of experiences that have a positive impact on their learning and development. They build confidence, independence, curiosity and creativity. Children who speak English as an additional language achieve well because targeted strategies, such as modelling language, using home languages and providing multilingual resources, help them to access learning and communicate effectively.

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Achievement Expected standard

Children develop secure early language skills through songs, stories, daily conversations and role-play activities. They develop their physical skills through dancing, visits and outdoor play in the garden. Children demonstrate positive attitudes to their learning. They engage with tasks independently and enjoy imaginative play. As a result, children achieve and thrive in the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder consistently promotes positive behaviour and fosters a strong sense of responsibility and respect among children. She establishes clear routines and expectations, which helps children to understand boundaries and regulate their feelings. Children demonstrate curiosity, enthusiasm and perseverance as they engage in activities. They show pride in their achievements and enjoyment in collaborative play. The childminder models calm and respectful interactions. She encourages children to communicate their feelings, negotiate and resolve minor disagreements independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to develop their social skills through group activities, turn- taking and sharing. She provides gentle reminders and praise to reinforce positive behaviours. During outdoor play and role play, children show confidence in managing themselves and their interactions with peers. They demonstrate empathy and consideration for others. The childminder addresses challenging behaviour sensitively. She uses consistent strategies that help children to reflect on their actions and understand the impact on others.

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Behaviour, attitudes and establishing routines Expected standard

Parents and carers report that their children demonstrate increased confidence, self-control and cooperative behaviour at home, reflecting the childminder's consistent approach. The childminder embeds routines, promotes respectful relationships and attendance and provides clear guidance. She helps children to develop a strong sense of belonging, responsibility and positive attitudes.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the heart of her practice. She ensures that the environment is safe, stimulating and well organised. This allows children to explore confidently and take manageable risks. Children develop problem-solving skills and self-reliance through everyday routines and activities.

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Children's welfare and wellbeing Expected standard

The childminder observes children closely, recognising their moods and behaviours. She responds sensitively to support children's emotional needs. Calm and nurturing interactions help children to manage their feelings, build resilience and form secure attachments. The childminder plans outdoor play and active movement to promote children's physical health, coordination and strength. She uses role play and collaborative activities to support children's social development and cooperative skills. The childminder encourages children to take responsibility for their actions, fostering self- confidence and positive attitudes. She supports children to recognise their emotions, show empathy and resolve minor conflicts, strengthening their social and emotional competence. Through consistent routines, attentive supervision and a focus on emotional, social and physical development, the childminder ensures that children thrive in a safe and supportive

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Children's welfare and wellbeing Expected standard

environment. This helps children to develop confidence, independence and a strong sense of wellbeing.

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Curriculum and teaching Expected standard

The childminder provides a broad and balanced curriculum that ensures children make secure progress across all areas of learning. She thoughtfully plans activities to build on children's interests and prior experiences, encouraging sustained engagement and curiosity. For example, during a small-group role-play activity based around shopping at a local market, children practise naming items, taking turns in conversation and using mathematical language, such as 'more' and 'less'. This approach strengthens children's vocabulary, social interaction and early mathematical understanding effectively.

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Curriculum and teaching Expected standard

The childminder provides children with creative experiences, such as using paints, collage, clay and other materials. However, at times, the childminder directs children's creative experiences, rather than allowing children greater freedom to experiment independently. This does not consistently help to develop children's original ideas and extend their creative thinking. The childminder plans outdoor play to continue to support children's physical development, coordination and confidence.

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Curriculum and teaching Expected standard

The childminder uses ongoing observation and assessment to inform her planning and adapt activities to meet children's individual needs. Children with special educational needs and/or disabilities or who speak English as an additional language are supported to access learning fully, ensuring the curriculum is inclusive and engaging.

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Leadership and governance Expected standard

The childminder leads the setting with clear purpose. She ensures that she follows and reviews routines, policies and procedures regularly. This helps children to feel safe and supports a calm and well-organised day. The childminder checks the quality of care and learning and makes adjustments when needed. This keeps the environment safe, stimulating and focused on children's needs. The childminder reflects on her practice regularly. She identifies what works well and what needs to improve. She keeps her knowledge up to date through training and uses this to strengthen children's learning and wellbeing.

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Leadership and governance Expected standard

The childminder works closely with parents and carers. She shares information clearly and listens to their views. This supports continuity between home and the setting. The childminder also works with external professionals where needed to ensure children receive appropriate support. Overall, the childminder's leadership supports children to feel secure, develop independence and gain confidence. Children benefit from consistent care, positive relationships and a learning environment.

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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 creates a welcoming and stimulating environment, where children thrive and feel a strong sense of belonging. She provides a wide range of engaging activities that promote children's curiosity, creativity and independence. This supports children to achieve and make measurable progress across all areas of learning. The childminder encourages

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Inspector:

Rita Dome children's language, communication and social skills through songs, stories and discussions. Children enthusiastically join in singing nursery rhymes, including songs about brushing their teeth. They follow the actions with delight, demonstrating their understanding of healthy routines. During story times, children listen attentively to books about Christmas, becoming fully engaged in the narrative and enjoying the festive themes. The childminder supports children who speak English as an additional language by using their home languages alongside English. This ensures that all children can participate confidently.

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Inspector:

The childminder plans counting and sorting activities, such as building with blocks and identifying shapes, to strengthen children's early mathematical skills and concentration. She consistently promotes children's outdoor play and physical development. Children enjoy climbing, riding scooters and tricycles, using the slides and playing in a playhouse. The childminder uses these experiences to help children develop coordination, resilience and confidence. She plans visits to the local park and soft-play centre to broaden children's experiences and encourage social interaction. As a result, children thrive and feel secure. They confidently explore, communicate and engage with others. Children experience a setting where they belong and succeed in all aspects of their learning and development.

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Next steps

The childminder should provide children with more freedom to express their creativity independently, to explore their ideas and extend their learning.

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About this inspection

The inspector spoke with the childminder 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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Address:

244 Uppingham Avenue STANMORE Middlesex HA7 2JS

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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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