Rabbani Fouzia

Rabbani Fouzia

Unique reference number (URN): EY272154 Address: Flat 11, 47 Eaton Rise, London, W5 2HE Type: Childminder Registered with Ofsted: 10/10/2003 Registers: EYR, CCR, VCR Registered person: Rabbani, Fouzia Tabbasum

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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 make steady progress from their starting points. They build confidence as they explore and take part in familiar routines. Children develop early communication through simple language, modelling and regular exposure to songs and stories. They copy words, attempt simple phrases and follow instructions. Children also show progress in their physical development. They climb stairs safely, move with balance and enjoy ball play that strengthens coordination. They develop fine motor control through play that builds hand strength.

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Achievement Expected standard

Children develop early thinking through toys that encourage problem-solving. They repeat actions to see outcomes and show curiosity. Children also develop independence, confidence and early self-care skills. They gain the foundations they need for their next stage of learning. However, because children do not always have opportunities to revisit or build on what they already know, some children do not deepen their learning as securely as they could. Their progress, while steady, is not yet strong or fully embedded across all areas.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes as they play and explore. They smile, giggle and respond warmly to the childminder. Children join in shared play and enjoy activities that match their interests. The childminder builds trusting relationships through calm interactions and clear and friendly language. The childminder sets expectations that children understand. She uses praise to reinforce positive behaviour. The childminder explains rules calmly and uses distraction and alternatives to support sharing and turn-taking. Children learn to behave kindly and begin to manage their feelings.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of attendance. She keeps daily records and checks patterns over time. She contacts parents and carers if she has concerns and seeks advice when needed. Children follow familiar routines that help them feel secure. They wash their hands, tidy toys and move smoothly between activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder demonstrates a sound understanding of how she would support children with special educational needs and/or disabilities and those who may face barriers to their learning. She understands how to adjust expectations and routines so children can take part. Children behave well and show a positive approach to learning.

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Children's welfare and wellbeing Expected standard

Children experience warm and responsive care that meets their individual needs. They settle quickly because routines are calm and predictable. The childminder follows each child's home routines closely, which helps them feel secure. She builds trusting and responsive relationships with babies and children, who seek comfort from her and show clear attachment. Children enjoy healthy meals and snacks. They drink water throughout the day and learn simple hygiene routines. The childminder talks through each step so children understand what will happen next. She sings and chats during nappy changes, which keeps them comfortable and engaged.

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Children's welfare and wellbeing Expected standard

The childminder understands how to support the welfare needs of the range of children. She adjusts care routines so all children feel safe. Children develop early self-care skills. They wash their hands, attempt simple tasks and respond well to praise. The childminder notices when children are tired, hungry or need comfort. She checks the sleep environment and follows safe sleep guidance.

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Children's welfare and wellbeing Expected standard

Children explore sensory and physical experiences that support their confidence and curiosity. The childminder helps them recognise and express their feelings by naming emotions and offering reassurance when they become unsure. Children feel safe, valued and well cared for.

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Curriculum and teaching Expected standard

The childminder understands the needs of the range of children, including children with special educational needs and/or disabilities and those who may face barriers to learning. She plans activities that match children's ages, stages and interests. She keeps a focus on helping children gain more words and uses simple and consistent language. Songs, rhymes and stories support children's vocabulary, attention and understanding. Children choose books and share them with her, and she names objects and pauses so they can respond.

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Curriculum and teaching Expected standard

The childminder knows what children know and can do, and she is clear about what she wants them to learn next. She gathers information from parents and carers and uses simple tools to track progress. She checks learning regularly and adjusts experiences to support development. However, opportunities for children to revisit or extend ideas are not yet consistent, which affects how deeply some children learn.

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Curriculum and teaching Expected standard

Children explore toys that support early mathematical and problem-solving skills. They try ideas, repeat actions and explore outcomes. The childminder models how to use toys and thinks aloud to guide learning. She praises children's efforts so they stay motivated. Children learn routines such as washing their hands and tidying toys, which supports their independence and personal development. They learn in a purposeful environment that supports steady progress.

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Inclusion Expected standard

The childminder typically identifies children's needs through daily observation and assessments. She gathers clear information from parents and carers when children start. This helps her to understand children's routines, interests and early development. She uses this information to guide support for each child. The childminder understands how to meet the needs of the range of children, including children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. She understands how these needs may affect children's learning and wellbeing.

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Inclusion Expected standard

The childminder has completed training in speech and language development. She uses simple tools to track children's progress and identify concerns. She has also begun to develop her skills in how to notice concerns early, plan support and check whether the support is helping. This is generally applied, although not yet fully established. The childminder understands when to seek guidance from the early years team or services that support children with SEND. This supports timely action.

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Inclusion Expected standard

The childminder adapts play so children can join in comfortably. She adjusts activities to match children's energy levels and engagement. She uses clear language and repetition to support children's understanding. Children benefit from an inclusive environment where their needs are recognised early.

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Leadership and governance Expected standard

The childminder understands her responsibilities and keeps essential requirements up to date. She maintains paediatric first-aid and safeguarding training and ensures her public liability insurance is valid. She knows how to report significant events to Ofsted and understands the procedures to follow if concerns arise. Required records, including attendance and medication, are kept appropriately.

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Leadership and governance Expected standard

The childminder reflects on her practice and seeks support from the local authority early years team. She has completed online training in speech and language development, which is beginning to strengthen her practice. She plans to complete more training to extend her knowledge of child development and special educational needs so that her teaching continues to develop to help children extend their learning.

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Leadership and governance Expected standard

Partnerships with parents are positive. The childminder shares daily verbal feedback and uses written diaries for younger children. Information about routines, progress checks and next steps is shared clearly so parents understand how their children are developing.

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Leadership and governance Expected standard

The childminder is committed to continual improvement. The childminder could build her professional knowledge so she can strengthen her curriculum and support children to make deeper progress over time.

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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 arrive to a calm and welcoming home. They settle quickly because routines are familiar and reassuring. The childminder arranges the living room so children can move freely and choose toys with confidence. Children smile, laugh and join in playful moments and games, such as peekaboo.

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

Children enjoy healthy meals, such as strawberries, avocado and egg. They feed themselves with close supervision, which supports their early independence. The childminder talks clearly to children throughout the day. Children hear simple language in routines and in play. The childminder uses songs, rhymes and stories to help children to build early vocabulary and attention. Children choose books and share them with the childminder, who names objects and waits for their responses.

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

Children develop physical skills. For instance, they learn to climb the stairs safely and explore cause-and-effect toys. They roll, throw and kick balls, which supports their coordination and confidence. Children learn simple routines, such as washing hands and tidying toys. The childminder sings and talks during nappy changes. Children relax and copy her actions, which shows they feel secure.

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

Children experience the wider community through toddler groups, children's centres and library visits. The childminder understands how she would meet the needs of the range of children. This includes children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. The childminder understands how to use simple assessments and seek support from the early years team and teams who support

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Address:

Registered person: Rabbani, Fouzia Tabbasum

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 children with SEND. Children enjoy a nurturing environment that is rich in language. They are listened to, supported and encouraged to make steady progress in their development.

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Next steps

The childminder should continue to build her curriculum so children experience deeper learning and make further progress. The childminder should strengthen her teaching by increasing her knowledge through further training and professional development.

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About this inspection

The inspector spoke with the childminder and also interacted with the 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: Ealing

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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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