Mishra, Ekta

Mishra, Ekta

Unique reference number (URN): EY459300 Address: 25 Woodcock Dell Avenue, HARROW, Middlesex, HA3 0PW Type: Childminder Registered with Ofsted: 01/03/2013 Registers: EYR, CCR, VCR Registered person: Mishra, Ekta

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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, show a strong sense of belonging and make steady progress from their starting points. They show they are successfully developing the skills and attitudes which prepare them well for future learning. Children are inquisitive learners and ask questions to deepen their understanding. They persevere with tasks and keep trying if they encounter difficulties. For example, when they attempt to connect a puzzle piece that is not fitting, they work together without adult intervention until they succeed. Children are independent and manage their own care needs. For instance, children know how and when to wash their hands and are able to put their own coats on for outdoor play. In addition, they use cutlery skilfully from a young age.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy attending the childminder's home and playing with their friends. They display focus and concentration as they lead their play and learning, indoors and outdoors. Children confidently manage tasks and take care of their environment, such as helping to tidy up their toys or spontaneously cleaning up spillages on the tables.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for every child and sensitively adjusts routines to meet their individual needs. She consistently uses praise and encouragement. As a result, children feel valued, develop positive behaviour and build their confidence. Children behave well, are friendly and kind to each other. They demonstrate politeness and consistently use good manners, such as saying 'please' and 'thank you'. Children develop an understanding of the needs of others and happily play alongside one another. They follow instructions, take turns and share. For example, they ask one another for the dentist cap resources and kindly wait their turn to play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors attendance and punctuality through a daily register. She follows up absences with phone calls, to ensure children's safety.

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Children's welfare and wellbeing Expected standard

The childminder is nurturing and attentive to the children's needs. Children consequently form strong bonds with the childminder and demonstrate that they feel safe and comfortable in her care. Children enjoy listening to the childminder singing a Sanskrit lullaby as part of their sleeping routine. They are content and quickly relax and settle for naps. Children are confident to ask the childminder for help and seek reassurance and cuddles if needed.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand of their health and wellbeing. She provides children with healthy snacks and a balanced, home-cooked meal. The childminder engages with children as they eat and promotes their awareness of healthy food choices. In addition, she sustains conversations and encourages them to play board games that reinforce their knowledge of oral health. As a result, children confidently talk about what they must eat and do to get strong and have 'happy teeth' instead of 'sad teeth'. Yoga and meditation are embedded in the daily routines. Children engage in breathing exercises that allow them to feel calm and regulate their emotions. They enjoy fresh air and energetic play in the childminder's garden, which support their physical development and wellbeing.

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Curriculum and teaching Expected standard

The childminder plans her curriculum based on children's interests and what they need to learn next. She makes sure all children are included and adapts activities accordingly. For example, during mark-making activities, the childminder provides the children with different resources and techniques to suit all abilities and age groups. This supports all children to make progress in their learning and development.

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Curriculum and teaching Expected standard

Personal and physical development are prioritised. Children have access to the local park and the childminder's garden where they can practise coordination and strengthen their gross motor skills. For example, they enjoy negotiating space and speed on ride-on cars. The childminder encourages children to use their fine motor skills, learn about healthy habits and the negative impact of fizzy drinks, while playing with a play dough teeth set. In addition, she introduces words such as floss, dentist, and drill, which also supports the children's communication and language skills.

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Curriculum and teaching Expected standard

The childminder supports children's early mathematical skills. She uses every opportunity to incorporate counting into her daily routines and interactions. Furthermore, she challenges children's thinking by introducing new concepts, such as addition and subtraction, as they play games. Children count and use mathematical language confidently as they play. For example, as they fill and empty containers, they comment on the quantity of sand in the pots using words such as 'less' and 'more'.

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Inclusion Expected standard

The childminder monitors children's development effectively and she is able to identify any gaps in their learning. She understands how to adapt activities to meet the needs of all children, including those who face barriers to learning. The childminder explains how she would ensure all children are included and able to make progress, including using funding effectively to benefit the children who receive it. The childminder recognises the importance of sharing information with parents, carers and other professionals, where relevant, to ensure children receive the help they need. In addition, she has undertaken autism awareness training to further develop her understanding of how to support children with special educational needs. This helps to make sure any additional needs are recognised and addressed swiftly, so that all children are well supported in their learning.

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Leadership and governance Expected standard

The childminder creates a nurturing, home-from-home environment where children thrive. They benefit from a broad and varied curriculum, including indoor and outdoor activities, outings and community experiences.

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Leadership and governance Expected standard

The childminder works effectively with parents. Parents are happy with the care their children receive and the progress they make. They praise the fact that different culture and festivals are celebrated and that the childminder introduces the children to classical music. Parents report that they receive regular updates about children's learning and daily routines. This has a positive impact on children's achievements and wellbeing.

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Leadership and governance Expected standard

The childminder is committed to self-evaluation and professional development. She reflects on her practice and participates in mandatory and additional training to strengthen her knowledge and skills. In addition, the childminder welcomes support and advice from the local authority and her local childminding network. However, the childminder does not always use her self-evaluation process consistently to target areas for development and raise the quality of her provision even further.

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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

Children are happy and settled in the care of this warm and friendly childminder that prepares them well for their next stage in life. They engage in activities with enthusiasm and enjoy the interactions and learning that the childminder provides. The childminder knows children well and she takes into account the children's unique characteristics.

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

Children are supported to build on their play. For example, the childminder shows children how to play musical instruments. Children explore how they can make different sounds, excitedly joining in the childminder's singing and playing 'faster' or 'slower' as instructed. The childminder captures children's curiosity. For example, when children read a story that mentions shadows and ask questions, the childminder shows them how to make shadows against the wall. They beam with delight as they investigate the different shadows they can make.

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

Children are engaged and motivated to learn. The childminder encourages them to choose songs and books that interest them. After asking for their favourite 'Gruffalo's child' story, children enthusiastically help the childminder to prepare a story tray. When the childminder reads, they confidently retell some familiar parts and point out the 'orange eyes'. The childminder gently prompts them to recall what happens next and they eagerly anticipate the arrival of the mouse with his 'boulder'. This supports their communication and language and early literacy skills.

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

Children behave well. They are caring, kind and offer their help to each other during challenging activities. The childminder gives them encouragement and praise, which fosters their perseverance and boosts their self-esteem. The childminder plans regular visits within the local area. Children attend library sessions with the childminder, where they meet and interact with larger groups and with others of different ages and backgrounds. This helps them to learn about the world around them and develop their social skills.

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Next steps

The childminder should sharpen self-evaluation to identify more precisely areas for development and raise the overall quality of her provision even further.

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About this inspection

The inspector spoke with the childminder 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

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Address:

25 Woodcock Dell Avenue HARROW Middlesex HA3 0PW

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 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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2 to 4

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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