Noreen Begum Ismail

Noreen Begum Ismail

Unique reference number (URN): EY409626 Address: 18 Henderson Street, MANCHESTER, M19 2GT Type: Childminder Registered with Ofsted: 24/05/2010 Registers: EYR, CCR, VCR Registered person: Ismail, Noreen Begum

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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 Strong standard

All children, including those who experience barriers to learning or have special educational needs and/or disabilities, make very secure progress in all areas of learning, especially with their communication and language development. Children demonstrate high levels of confidence in the setting as they enthusiastically join in with stories and rhymes and discuss in detail what they are doing.

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Achievement Strong standard

Children display superb independence skills. They can do many things independently but know when to ask for help. Children show a high level of skill when mark making, holding their pens correctly and forming shapes with great care. Children display excellent listening and attention skills, for example, as they all fall silent and listen intently to the sound of a train in the distance. They then excitedly discuss what the sound might be. These skills help children be well prepared for their next steps, such as starting school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder embeds routines and clear expectations, which all children understand. Children know to tidy away toys when they have finished using them, and they all help at the appropriate time. Children are highly motivated to extend their learning. Following a discussion about where each child lives, they independently choose to draw maps. Children thoughtfully add details, such as their friend's house, and proudly explain what they have drawn.

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Behaviour, attitudes and establishing routines Strong standard

Relationships in the setting are warm, supportive and respectful, and all children are valued. At the start of the day, children sing a welcome song together and greet each other one by one, giggling as their friends welcome them by name. Children encourage each other and work together as they concentrate, scooping up coloured rice into a small cup to fill a container. Older children show care for others as they thoughtfully pass younger children a drink of water.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that all children are treated as individuals. She adapts routines and expectations when appropriate. She uses a special doll to support children as they discuss their emotions and learn to regulate their behaviour. Older children resolve any differences of opinion between themselves without adult support. This shows the highly positive impact of the childminder's support for children's behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote regular attendance and punctuality. She shares daily routines at settling-in sessions. Parents say they understand why consistent attendance and settled routines are important for children.

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Children's welfare and wellbeing Strong standard

Children are happy, settled and full of confidence. They separate quickly from their parents and dash inside, keen to explore and continue their play from the previous day. Children explain animatedly to the childminder what they have been doing at home and what they are going to play with. The childminder listens with interest and responds enthusiastically to the children. This helps children feel safe, secure and valued.

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Children's welfare and wellbeing Strong standard

Children are very well supported in acquiring an excellent understanding of how to be healthy and stay safe. They sit together and clean their teeth, putting their own toothpaste on their brush and keeping a watchful eye on a timer. Children remark that they know they have to clean their teeth for at least two minutes. They explain that they need to have plenty of sleep to stay healthy and be able to concentrate. The childminder practises yoga and mindfulness with the children. This gives them strategies to regulate their behaviour. Children are sensitively encouraged to identify when they need to go to the toilet or have their nappy changed. This supports the development of children's self-care and wellbeing very well.

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Children's welfare and wellbeing Strong standard

The childminder has an individualised and flexible approach to routines, such as mealtimes and sleep times. She gathers and regularly updates information from parents, for example, regarding any food allergens. This ensures that all children's individual needs are securely met.

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Curriculum and teaching Strong standard

The childminder has an ambitious and exciting curriculum, which meets the needs of all children. She is highly reflective and constantly looking for ways to raise the already excellent quality of teaching and learning to an even higher level. She is responsive to children's needs and adapts planning and activities in response to their imaginations and to further develop their critical-thinking skills. For example, children wonder aloud where honey comes from. The childminder uses this interest to teach mathematical language as they explore the shape of honeycombs. Children develop their physical skills during sensory play with honey. These interesting and highly engaging activities, sharply focused on children's next steps, ensure that all children make very secure progress.

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Curriculum and teaching Strong standard

The childminder provides a language-rich environment, with lots of conversation and opportunities for thoughtful discussions. Interesting vocabulary is introduced. During a discussion about colours, different words for 'purple' are explored, such as 'violet' and 'lavender'. Mathematical language is carefully taught at every opportunity. Children use comparative language, such as 'more' or 'less', when pouring rice into a bowl. They identify that the envelopes used in a letter-writing activity are rectangles.

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Curriculum and teaching Strong standard

The childminder is meticulous in reviewing children's progress and identifying sharply focused next steps. She develops the environment and learning activities around children's interests to capture their imagination and engagement. She makes thoughtful adaptations to support all children in making good progress and feeling fully included. For example, younger children use smaller versions of resources, such as a water jug at mealtimes. This helps them develop their independence skills by pouring their own water.

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Inclusion Strong standard

The childminder is meticulous in identifying individual children's needs to provide them with high-quality support and care. She works closely with parents from the start. Families attend stay-and-play sessions several months before children start to attend the setting, when the childminder gathers a wide range of useful information from parents. All children, including those who experience barriers to their learning or have special educational needs and/or disabilities, benefit from a highly personalised curriculum.

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Inclusion Strong standard

The childminder closely monitors and regularly reviews children's progress in partnership with their parents. She is proactive in identifying and supporting children who may be at risk of falling behind in their learning or development. The childminder carefully reflects on how she can help all children make the best possible progress. For example, children are helped to develop their understanding of routines via visual cues or pictures that tell them what is happening next.

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Inclusion Strong standard

The childminder works in a close partnership with parents and other agencies, such as speech and language therapists and health visitors. This ensures that all children benefit from expert advice. The childminder reflects carefully on any other resources that children may benefit from and uses any additional funding to ensure that their needs are met. This ensures that all children make very good progress from their starting points.

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Leadership and governance Strong standard

The childminder is constantly reflecting on the setting and what she provides for children and families. At the end of each day, the childminder and her assistant reflect on what worked and how to improve their already excellent practice. The childminder reads widely and consults experts in the field, such as speech and language therapists, to further update and enhance her professional knowledge. She shares this knowledge and good practice with other childcare professionals and the wider community in the best interests of all children.

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Leadership and governance Strong standard

The childminder is proactive in swiftly seeking further support and advice, for example, regarding the curriculum for children with special educational needs and/or disabilities and accessing further focused training. This enables her to provide all children with the best possible support.

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Leadership and governance Strong standard

The childminder works with her assistant to coach each other and improve practice. She ensures that any assistants receive regular feedback regarding their strengths and any areas for development. Professional learning is focused sharply on the needs of the children at the setting. For example, in advance of babies starting at the setting, the childminder ensures that she and her assistant undertake specific refresher training.

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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, and they feel safe in the expert care of this highly committed childminder. The childminder provides an exciting and flexible curriculum to help all children, including those with special educational needs and/or disabilities, be confident and curious learners. Children with special educational needs and/or disabilities receive a high level of support from the childminder as they wait for specialist intervention. All children are very well prepared for their next stage in learning. The childminder has a personalised approach to introducing children to her care. Children and families begin attending stay-and-play sessions several months in advance of starting. This helps children feel extremely emotionally secure right from the start. The childminder works in a collaborative partnership with parents and carers, particularly in promoting attendance. An ongoing exchange of information means that accurate observations of what

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

children enjoy and can do, both at the setting and at home, are shared.

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

Relationships are warm, positive and respectful. Children share resources, take turns and work cooperatively with very few reminders. They are encouraged to be highly independent and extend their own play and learning. For example, children choose to get torches out to further explore the shapes and colours of grains of rice. Books, stories and rhymes are a central part of everyday life. The childminder captivates the children with her storytelling. She encourages the children to discuss the pictures and predict what might happen next. These activities help all children make very good progress with their communication and language and develop an early love of books.

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

The childminder highlights and celebrates all children's uniqueness. Children explore their individual heritages via family trees of photos, which are displayed prominently. They confidently discuss who the people in the photos are and why they are special.

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

Children benefit from a range of trips and visits in the local area and beyond. They visit art galleries to further inspire their artwork and an observatory to explore an interest in space. These carefully focused and interesting experiences further inspire children to rapidly develop their skills and knowledge in all areas of learning.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged pupils/learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, her assistant, the children and parents 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 : 07:30 - 17:30

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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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