Ibrahim, Khadija Abubakar Mohamed

Ibrahim, Khadija Abubakar Mohamed

Unique reference number (URN): 2746483 Address: 53 Normanby Street, Manchester, M14 4WD Type: Childminder Registered with Ofsted: 05/09/2023 Registers: EYR, CCR, VCR Registered person: Ibrahim, Khadija Abubakar Mohamed

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder consistently promotes regular attendance and has established well-rooted routines. Children's emotional, physical and developmental needs are met. Routines are adapted sensitively to reflect children's individual needs, such as mirroring home sleeping routines for babies, which supports emotional security and smooth transitions. These routines support children to feel secure and confident. It also enables them to understand expectations and transitions throughout the day. Children benefit from opportunities to develop their social skills, including attending playgroups. They interact confidently with others and naturally take turns and show strong self-regulation skills.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children respond with enjoyment and enthusiasm, frequently laughing, celebrating their achievements and expressing pride in their work. For example, when children proudly say, 'Look what I have done,' this is rewarded by praise from the childminder and a 'well done' sticker. This helps to support children's self-esteem and motivation to learn.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is highly attentive to children's individual needs and wellbeing. She sensitively narrates their play to encourage social interactions. This ensures all children feel supported and valued and promotes their wellbeing and positive social development.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is highly committed to supporting children with special educational needs and/or disabilities. She quickly identifies emerging gaps in learning at an early stage. She has formed effective links with the local authority specialist advisers to ensure that children do not fall any further behind.

p.2

Achievement Expected standard

All children are making sustained progress across all areas of learning and demonstrate positive attitudes to learning. Their learning is effectively planned and sequenced to support their individual stages of development. The childminder understands the importance of developing foundation skills before introducing more complex tasks. Children enjoy activities such as threading and sensory play to strengthen their fine motor skills. This supports their developing control and coordination and helps prepare them for future learning.

p.2

Achievement Expected standard

Children are effectively gaining early mathematical skills and have plenty of opportunities to develop language and literacy skills as well as their physical development. For example, when drawing a house, they assuredly recognise and name shapes and use their counting skills. Babies demonstrate high levels of trust and confidence as they use the wheeled resources to move around.

p.2

Achievement Expected standard

Children have an abundance of opportunities to develop their speech and language, including children who are learning English as an additional language. The childminder is also fluent in a variety of languages and uses her translation skills to reduce barriers for learning. This also helps children to develop a strong sense of belonging and value.

p.2

Children's welfare and wellbeing Expected standard

The childminder has a secure understanding of the diverse needs of children and actively promotes their wellbeing. She is highly attuned to each child's individual needs and ensures that care, teaching and routines are at the centre of her practice. This helps to support children's emotional security and confidence. The childminder creates a safe, nurturing and inclusive environment where all children thrive. She supports children to develop social skills. For example, she encourages children to play together and to share toys.

p.3

Children's welfare and wellbeing Expected standard

Children learn about healthy eating. For example, they use 2 boxes, labelled 'healthy' and 'unhealthy', and confidently sort food items and identify foods that are good for them and foods that they should eat less frequently. They comment that broccoli is healthy and explain that it can help to make you 'big and strong'. The childminder also teaches children about oral health. These messages help children to adopt a healthy lifestyle. Mealtimes are sociable, relaxed and calm. Children are encouraged to develop their independence, for example by feeding themselves and attending to their own hygiene needs. Clear explanations from the childminder help children understand routines and boundaries, such as sitting safely to eat.

p.3

Children's welfare and wellbeing Expected standard

The childminder promotes independence and good hygiene practices. Children demonstrate awareness of these routines, independently asking for tissues, washing their hands and using their arm when coughing to prevent the spread of germs. Children's behaviours reflect clear teaching around health, safety and self-care, and are well embedded within daily routines.

p.3

Curriculum and teaching Expected standard

The childminder provides a range of natural, purposeful and carefully planned activities. She skilfully sequences children's learning and understands the importance of developing the skills they need before moving on to more complex tasks. For example, she introduces activities such as threading and sensory play to help children to strengthen the fine muscles in their hands. This helps them to develop control and coordination.

p.3

Curriculum and teaching Expected standard

The childminder does not always refine the curriculum precisely enough to build on what children already know and can do. For example, at times, she overdirects children's play and does not consistently allow them sufficient time to explore their own ideas. This means that children's opportunities to extend their thinking and follow their own interests are sometimes limited.

p.3

Curriculum and teaching Expected standard

The childminder uses innovative, imaginative and engaging teaching strategies to promote children's love of literacy. For example, she brings 'We're Going on a Bear Hunt' to life through highly engaging storytelling. She creates a forest scene, using twigs and artificial grass. Children eagerly use new vocabulary and descriptive language describing the deep, cold river and how the snow has melted. They confidently repeat the story and predict what happens next. Mathematical learning is embedded through everyday activities. For example, children compare sizes and measure the ingredients as they make a pizza for their lunch. The childminder's practical approach helps children to have a great enthusiasm for learning. They also learn about the wider world in a real-life context. For example, they learn where pizzas originated and about the various ingredients.

p.3

Inclusion Expected standard

The childminder demonstrates a strong commitment to inclusion, ensuring that every child and family feels welcomed, valued and supported. She builds secure, trusting relationships with parents, recognising the importance of shared information to meet children's individual needs. The childminder is committed to supporting children with special educational needs and/or disabilities. Through regular assessments of their progress, she identifies emerging gaps at the earliest opportunity. The childminder works in partnership with relevant professionals to obtain support at an early stage. This helps children to make progress from their individual starting points. The childminder recognises each child's uniqueness and individuality. There is a clear focus around the barriers they may face in their learning. For example, those children learning English as an additional language benefit from the childminder's ability to speak different languages. This helps to ensure that all children and

p.4

Inclusion Expected standard

The childminder uses additional funding effectively to widen children's experiences and support their learning and development. For example, funding is used to provide a range of resources, such as books to support children's early literacy development. The childminder plans outings, such as visits to the aquarium, zoo and museums. These rich experiences help children to develop new knowledge and skills that they may not otherwise have access to. As a result, children benefit from rich experiences that broaden their understanding of the world around them.

p.4

Leadership and governance Expected standard

The childminder is reflective and well informed, with a clear focus on improving practice and outcomes for children. She strengthens partnerships with parents by sharing children's learning. She reduces barriers in communication and offers her translation skills to support families who speak English as an additional language.

p.4

Leadership and governance Expected standard

Parents comment that they feel listened to, informed and confident that their children are making steady progress from their starting points. Opportunities to share achievements with parents, such as sending photos, further reinforce children's sense of achievement and belonging. The childminder shares themes and books on a termly basis and clearly explains learning aims to help parents to understand and support their child's progress at home.

p.4

Leadership and governance Expected standard

The childminder places a high emphasis on her commitment to continuous improvement. She actively engages with professional development opportunities, including completing relevant childminding courses, attending forums and webinars. This ensures that practice remains current. She proactively seeks additional training and professional development opportunities, including safeguarding and paediatric first-aid training, to ensure children's safety and wellbeing remain a priority

p.4

Leadership and governance Expected standard

The childminder demonstrates a clear commitment to supporting children with special educational needs and/or disabilities and those who speak English as an additional language. She works collaboratively with other childminders and accesses local authority training to strengthen her practice. She actively engages in multi-agency working and maintains effective partnerships with local authority services, such as health visitors and other professionals. This helps to ensure appropriate strategies and support are in place to meet children's individual needs. This commitment to ongoing learning has a positive impact on outcomes for children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive at the childminder's welcoming home and immediately engage in learning. The exciting and inviting environment supports children to feel safe, valued and ready to explore. From the moment the children step through the door, they show eagerness to learn as they quickly become engrossed in purposeful play activities.

p.6

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

Regular visits to local playgroups support children to develop their social skills as they interact with their peers. They learn to share and take turns with toys and resources. They are supported by gentle reminders and positive praise from the childminder. This helps children to develop important social skills, such as playing cooperatively and being kind and considerate.

p.6

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

Children's safety is prioritised at all times. The childminder's robust risk assessments ensure that every aspect of the home is secure and well maintained. This gives children the confidence to explore freely, try new things and develop their independence. Babies benefit from safe spaces where they can practise their physical skills, such as cruising, pulling themselves to stand and exploring movement. They particularly enjoy climbing in and out of the small ball pool and practising their hand–eye coordination while throwing the balls. Older children have ample space to develop their physical, creative and social skills through well- planned activities that match their developmental stage. As a result, children show real enthusiasm for learning and engage deeply in activities, build confidence and develop a strong sense of belonging.

p.6

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

Children who have barriers to learning, such as those who speak English as an additional language, are well supported. The childminder is quick to identify any emerging gaps in development and seeks early intervention when needed. This ensures that every child continues to make secure progress and can excel in their learning.

p.6

Next steps

The childminder should refine the curriculum so it builds on what children already know and can do and supports consistent engagement for all children.

p.6

About this inspection

The inspector spoke to the childminder and children during the inspection.

p.6

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.

p.6

Address:

Registered person: Ibrahim, Khadija Abubakar Mohamed

p.7

Address:

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

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.

p.8

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 .

p.9

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 .

p.9

Urgent improvement

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

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9