Begum, Rafia

Begum, Rafia

Unique reference number (URN): EY320455 Address: 46 Glamis Place, London, E1W 3EF Type: Childminder Registered with Ofsted: 17/08/2006 Registers: EYR, CCR, VCR Registered person: Begum, Rafia

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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 are confident learners and all are making positive progress in their development. They are articulate and express themselves and their needs effectively. Children develop independence and learn how to do things for themselves, such as how to put their belongings away. They learn to use objects with skill and control, such as when moulding and shaping play dough, to achieve an intended outcome. Children assertively express their ideas and use their imaginations in their play, such as during role-play activities. They develop their listening and attention well, such as during stories, and concentrate during activities. Children develop a love of books, for instance during frequent outings to the local library. They have opportunities to develop their large-muscle movements, such as while using equipment at the park. Children, overall, are well prepared for their next stage in learning, including for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model for children to follow. She shows them how to behave in a respectful and polite manner. The childminder provides regular praise to children to help them know when they have done things well. This supports their self-esteem effectively. Children confidently communicate with others and form positive relationships, playing collaboratively and kindly. They use words such as 'please' and 'thank you' in their day-to-day routines without prompts.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates an interesting and welcoming learning environment for children, which supports their individual interests well. Children typically have positive attitudes to their learning. However, at times, the childminder does not use her interactions more effectively to extend learning and children's curiosity during some activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a clear routine that children follow without prompting. She gives clear instructions for children to follow so they all know what is expected of them and how to behave. Children follow the rules, such as tidying up after themselves, and behave well. The childminder works with parents and carers well to promote children's punctuality and attendance, helping them to understand the importance of this for their children.

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Children's welfare and wellbeing Expected standard

The childminder forms warm and positive bonds with children. Children are confident and secure in the childminder's home and have developed a secure relationship with her. They feel safe to express their feelings and needs. The childminder gives children time to express themselves and how they feel to help manage their emotional wellbeing. She supports children to understand how to be safe and physically healthy. For instance, the childminder reads stories with them about tooth brushing to help children learn how to look after their teeth. Children also learn to make healthy lifestyle choices. The childminder provides healthy foods for snacks. She works with parents and carers successfully to help ensure that they provide children with a healthy lunch. Children have regular opportunities to be physically active, such as during trips to the local park.

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Children's welfare and wellbeing Expected standard

The childminder plans care routines well to meet the needs and ages of children. She implements positive hygiene practices. Children learn to manage their self-care independently, such as washing their hands and wiping their noses. They also learn to complete other tasks themselves, such as pouring themselves water during mealtimes.

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Curriculum and teaching Expected standard

The childminder assesses children's learning effectively and plans activities generally well to meet their learning needs and stage of development. She evaluates the quality of her provision, considers children's views and makes informed decisions to help improve her practice. Overall, the childminder has an accurate overview of the quality of her curriculum. She has attended recent training to help develop the quality of her interactions with children. This has impacted positively on the support she provides children to develop their language skills. For instance, she provides lots of opportunities for children to practise using language, such as during imaginative play. The childminder also successfully supports children's understanding of language, such as when giving instructions for them to follow and commenting on their play. However, at times, the childminder does not consistently enhance her interactions, using them more skilfully, to extend children's thinking and learning further.

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Curriculum and teaching Expected standard

The childminder focuses well on supporting children's physical, personal, social and emotional development to help prepare children for their future learning. She supports children's mathematical skills effectively. For example, she regularly includes opportunities for children to practise counting, compare amounts and begin to understand measurements. The childminder knows how to adapt her teaching to help support children who may require additional support.

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Inclusion Expected standard

The childminder knows how to work with parents and carers effectively to help meet the needs of children with special educational needs and/or disabilities. She gathers useful information from parents and assesses children's progress and development effectively from the outset to identify children's individual development needs. She also seeks information about children's individual circumstances and backgrounds to get to know how she can support children and their families' wellbeing. Overall, she shares relevant information with other professionals who are involved with the care of the children she looks after, such as other settings children also attend. However, she has scope to enhance the information she gathers and shares with them to plan for children's specific needs even more closely.

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Inclusion Expected standard

The childminder takes action as required when she identifies a child who may need further support in their development. She obtains advice from others, such as local authority advisory teachers, to help develop her provision for children with special educational needs and/or disabilities and is supported well in how to implement the 'graduated approach'. The childminder uses any early years pupil premium funding she receives appropriately to support the needs of children who may be disadvantaged.

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Leadership and governance Expected standard

The childminder puts the best interests of children first in the decisions she makes. Overall, she accurately identifies areas of her provision that are strengths and what she could develop further. The childminder gathers the views of others, such as parents and carers, children and her early years coordinators, to help her reflect on her practice. She takes action suitably to help develop her knowledge and skills, such as attending training and listening to online webinars. However, the childminder does not swiftly embed the learning she has gained from professional development opportunities into practice to help raise the quality of the curriculum to a high standard.

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Leadership and governance Expected standard

The childminder supports any assistants she works with well. She reflects with them on areas they can develop in their practice through regular ongoing discussions. The childminder provides opportunities for their professional development, such as providing online training to develop their knowledge of safeguarding and health and safety.

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Leadership and governance Expected standard

Overall, the childminder works well with other professionals involved in the care and learning of the children she looks after, such as other settings. For instance, the childminder joins any meetings parents have with other settings children attend to help find out about how children are progressing there. However, the childminder has not enhanced the information she gathers to help her implement more consistency in what children are 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 forms positive relationships with children. Children show they feel welcomed, safe and secure. They visibly enjoy attending the childminder's setting. The childminder considers children's uniqueness well. She successfully plans activities that reflect children's individual interests and learning needs and that support their motivation to learn effectively. For instance, children keenly make and explore play dough, developing their small-muscle skills while successfully learning about measurements and amounts. Children show an eagerness to explore the activities and resources the childminder provides them. They are curious learners.

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

The childminder can identify possible barriers to children's learning or wellbeing, such as those who are disadvantaged, those with special educational needs and/or disabilities and/or those known (or previously known) to children's social care. She knows how to seek any additional support for children who may need it. All children develop their skills well from their starting points and are well prepared for the next stage in their learning. The childminder includes children well in daily routines so they are able to do things for themselves. Children show confidence in their interactions with the childminder and when completing tasks independently. They develop age-appropriate knowledge and skills, such as speaking clearly and confidently, use objects with control and are imaginative in their play.

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

The childminder understands the importance of promoting children's regular attendance and works with families appropriately to ensure that children attend. She creates positive partnerships with parents and carers to support children's care and development. She keeps parents well informed of their children's learning so they are able to work in consistency with her when supporting their children at home.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00

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Next steps

The childminder should enhance her interactions with children to help extend their thinking, curiosity and learning experiences further. The childminder should strengthen partnerships with other professionals, particularly other settings that children jointly attend, to gain further insight into how they can provide consistency in children's learning. The childminder should continue to reflect on her practice and how to embed what she has learned from training to help raise the quality of the curriculum to an even higher standard.

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About this inspection

The inspector spoke with the childminder, parents and 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. Local authority: Tower Hamlets

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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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