Sultana, Rebeka

Sultana, Rebeka

Unique reference number (URN): 2736563 Address: 22 Linton Road, Cambridge, CB21 4HA Type: Childminder Registered with Ofsted: 09/08/2023 Registers: EYR, CCR, VCR Registered person: Sultana, Rebeka

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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, including those who face barriers to learning, make consistent progress across all areas of the curriculum and develop the knowledge and skills typical for their age. They draw on previously acquired skills and use them confidently in different situations, such as applying number language in the kitchen area after practising counting on the number line. Children maintain focus during self-chosen activities and remain involved for appropriate lengths of time, reflecting positive attitudes to learning.

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Achievement Expected standard

Children demonstrate a keen interest in books and stories. They listen carefully, remember key events and discuss familiar parts of the story as it is read. Their vocabulary continues to broaden through play and conversation. They ask and respond to questions with thought and use new words accurately in meaningful contexts. Consequently, they share their ideas clearly and take part in sustained interactions with adults and peers.

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Achievement Expected standard

Children show increasing independence in completing tasks and making decisions. They are confident learners, well prepared for future learning and their eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of clear and consistent routines so that children know what to expect next. This helps children feel secure, enabling them to thrive and develop a strong sense of belonging within the childminder's home. Children confidently access resources independently from low-level shelves and request familiar activities they enjoy exploring.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds kind, caring and respectful relationships with children and their families. She has high expectations for children's behaviour and consistently reinforces simple, age-appropriate rules. For example, children are reminded to wait at the door while the garden gate is secured before going outside. The childminder offers regular praise for listening, sharing and helping to tidy away. This positively reinforces children's behaviour and attitudes.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to develop positive relationships with others. They share resources, such as scooters, and take turns well, demonstrating effective collaboration skills. The childminder works flexibly with families to meet their needs around attendance and understands the importance of consistency. She ensures parents are aware of the need to inform her if their child will be absent and supports them to understand the importance of regular attendance. The childminder follows procedures for monitoring attendance and promptly follows up with families when required.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to meet children's individual care needs. She offers flexible settling-in sessions that help children become familiar with the environment and form secure attachments, which supports their emotional well-being. The childminder supports children in developing independence skills and meets their daily care needs effectively. However, she does not always explain the reasons behind routines, such as why children need to wash their hands, which would further support children's understanding of good personal hygiene.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children of all ages, including those who may face barriers to learning, access fresh air and physical exercise every day. She encourages children to explore a range of surfaces and environments that support and challenge children's physical development. Babies and younger children have opportunities to pull themselves up and practise balance, helping them to develop coordination and strength.

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Children's welfare and wellbeing Expected standard

The childminder takes a nurturing and sensitive approach to care. She works with parents to promote healthy meals and sits with children at mealtimes to ensure their safety. Children develop independence as they learn to use cutlery. Before sleep time, the childminder shares stories with children, helping them to relax and feel secure. She provides a calm sleep routine, follows safe sleeping practices and closely monitors children while they rest.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that builds on what children know and can do, helping them gain the knowledge and skills needed for future success and positive health and wellbeing. It is inclusive and appropriately adapted so that all children, including children with special educational needs and/or disabilities, can access and succeed in their learning.

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Curriculum and teaching Expected standard

Children have regular opportunities to practise skills that support their self-help and care needs. The childminder plans activities and routines based on children's assessments. This helps promote independence, confidence and resilience. There is a real focus on personal, social and emotional development. Children learn to take turns, share resources and express their needs. For example, in the kitchen area, they are encouraged to ask for a cup of tea rather than to simply take it, supporting social skills and communication.

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Curriculum and teaching Expected standard

The childminder models rich language and uses purposeful conversations to extend vocabulary. During shared reading, she leaves gaps for children to add ideas, discusses pictures and introduces emotional language. Children also develop early mathematical skills through play, such as counting on a number line, with the childminder extending their learning. As a result, children make steady progress across all areas of learning and are well prepared for their next stage of development.

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Inclusion Expected standard

The childminder gets to know children well from the start and works closely with parents to support babies and children with special educational needs and/or disabilities to settle quickly and thrive. She gathers detailed information about children's individual needs, what they already know and can do and their routines for sleeping, feeding and personal care. This information is used to plan for children's learning and development.

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Inclusion Expected standard

The childminder has created an inclusive culture, where children feel valued and develop a strong sense of belonging. She identifies children's needs early through careful assessment and ongoing observation. Children's progress is continually reviewed, including the effective use of the progress check at age 2. The childminder celebrates children's achievements across all areas of learning and identifies when additional support is required.

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Inclusion Expected standard

Barriers to learning and wellbeing are reduced through thoughtful adaptations and inclusive practice. For example, children are offered physical challenges, such as riding scooters on different surfaces. This supports individual physical development. Where children experience speech and language delays, the childminder uses targeted strategies, including modelling language and giving children time to respond. She works closely with parents and external professionals, when appropriate, to ensure timely and effective support. The childminder has knowledge of how to use early years pupil premium funding appropriately to help narrow any gaps in children's learning.

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Leadership and governance Expected standard

The childminder reflects on her practice and demonstrates a commitment to maintaining her professional knowledge. She keeps up to date with statutory requirements of the early years foundation stage, including guidance relating to safe and healthy eating practices. The childminder attends mandatory training, such as safeguarding, to support her role in keeping children safe. She has identified that her paediatric first-aid certificate has expired and has taken immediate action by booking onto a refresher first-aid training course. Her knowledge and understanding of safety and responding to emergency situations remain effective.

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Leadership and governance Expected standard

The childminder understands the value of ongoing professional development and engages in appropriate training to maintain and update her knowledge and skills. She reflects on her practice and recognises how further professional learning can strengthen the quality of education and improve outcomes for children. However, she has not consistently embedded newly acquired knowledge into her daily practice. For example, on occasion, she does not swiftly respond to all children's needs with confidence and ease in order to maximise engagement and impact on their development.

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Leadership and governance Expected standard

Parents comment positively on how effectively the childminder works in partnership with them. She works closely with families to identify and address areas, where children may require additional support. This individualised approach has a positive impact on children's progress, particularly in developing their physical, social, emotional and independence skills.

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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 warmly welcomes children into her home. Children feel safe and confidently explore the play environment. They enjoy choosing what they would like to play with and benefit from continuous access to both indoor and outdoor spaces throughout the day. As a result, children are engaged, curious and have fun while they learn.

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

The childminder is friendly, playful and respectful in her interactions with children. She has clear and consistent expectations for behaviour, which children understand well. Routines are well established and help children feel secure because they know what to expect next. The setting is calm, happy and filled with laughter. Children form secure relationships with the childminder and seek comfort from her, for example snuggling up while she reads stories to them.

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

The childminder knows children well and has a secure understanding of their individual development, including those with barriers to their learning. She regularly observes children during play and their interactions to identify what they need to learn next and uses this information to plan a broad and balanced curriculum that supports steady progress across the 7 areas of learning. Children confidently engage in hands-on experiences. For example, they enjoy role play in the kitchen area, making cups of tea and cooking vegetables. The childminder extends learning by introducing appropriate mathematical language, such as 'full' and 'empty'. As a result, children develop a secure understanding of early mathematical concepts through purposeful play.

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

Children build positive relationships with one another and learn to share and take turns. They develop appropriate independence skills, such as asking to use the toilet, washing their hands and feeding themselves, with support when needed. The childminder adapts her practice to meet the needs of all children and works closely in partnership with parents to support children's next stages of development. For example, developing self-feeding skills, such as learning to use a spoon. Children's attendance is good, and the childminder works flexibly with parents to support attendance patterns that meet families' needs. This helps children settle well and benefit from consistent care and learning.

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Next steps

The childminder should embed knowledge and skills developed through training to consistently improve practice and further outcomes for all children. The childminder should strengthen partnership working with other early years settings that children attend, to share information more effectively and help promote continuity of learning. The childminder should consistently help strengthen children's understanding of why hygiene routines are important in keeping them healthy.

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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:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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. 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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