Ali, Salwa Ibrahim

Ali, Salwa Ibrahim

Unique reference number (URN): 2740857 Address: 14 Polygon Avenue, Manchester, M13 9FX Type: Childminder Registered with Ofsted: 18/09/2023 Registers: EYR, CCR, VCR Registered person: Ali, Salwa Ibrahim

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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 happy, settled and engaged in the provision and show positive attitudes to learning. They make progress from their individual starting points because the childminder knows them well and uses ongoing assessment to inform teaching. She observes closely during play to identify what children can do independently and where they require further support, particularly in communication, self-regulation and independence.

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Achievement Expected standard

Children develop physical skills through well-planned experiences such as threading, construction play and using climbing equipment, which build coordination, control and confidence. Emerging communication skills are evident through children's responses to stories, songs and interactive games, where they use sounds, gestures and shared attention appropriately. Children are beginning to develop independence and self-help skills, such as washing hands, tidying resources and attempting to put on their own shoes, with sensitive adult support.

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Achievement Expected standard

The childminder adapts teaching effectively for children who face additional barriers, including those with emerging speech and English as an additional language, ensuring all children are supported to achieve and build confidence in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, caring environment where children feel secure and valued. Children form positive relationships with her and show confidence in exploring the environment and making choices in their play. She works closely with families to promote consistent expectations, providing guidance and support that parents value highly. The childminder promotes good attendance and monitors punctuality, ensuring children benefit fully from learning opportunities and maintain continuity in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses positive interactions, reassurance and gentle guidance to support children's behaviour. She understands children's ages and stages of development and recognises that clear routines are essential to support emotional regulation. To strengthen this, she is beginning to introduce visual prompts to help children understand expectations, particularly during transitions such as tidy-up and snack times. However, routines are not yet consistently embedded. At times, routines are not followed through, which means children do not have a consistently clear understanding of expectations. As a result, some children find it more challenging to manage their behaviour and regulate their emotions during these periods. Greater consistency in implementing routines and expectations will further support children's self-regulation and positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

Children's welfare and emotional wellbeing are supported well. Children form secure relationships with the childminder and feel safe to seek reassurance when needed. She responds sensitively to children's emotions, using calm language, physical reassurance and proximity to help children feel secure, particularly during transitions or when they become frustrated. This supports children to begin recognising and expressing their emotions and helps them to feel emotionally supported, even when they are not yet able to regulate their feelings independently.

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Children's welfare and wellbeing Expected standard

Care practices promote children's health and dignity. Hygiene routines are well established; for example, children wash and dry their hands before eating and after personal care, with encouragement to do parts independently. Nappy changing is carried out discreetly in a private area, ensuring children's dignity is respected at all times. The childminder works closely with parents to meet children's individual needs, including sleep routines and dietary requirements.

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Children's welfare and wellbeing Expected standard

Children are offered healthy snacks and are supported to learn where food comes from through activities such as growing strawberries and mint. A range of indoor and outdoor physical play opportunities promotes children's physical wellbeing. However, routines such as snack times and transitions are not consistently embedded, which limits opportunities for children to develop independence and make healthy choices.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of the quality of curriculum and teaching and makes thoughtful decisions to support children's development across areas of learning. Teaching is planned around children's interests and stages of development, with adaptations made to remove barriers to learning.

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Curriculum and teaching Expected standard

Physical development is supported in a holistic way. The childminder plans activities such as threading, pipette play, construction and mark making to develop coordination, hand strength, concentration and confidence when using tools. She also plans regular opportunities for children to use climbing equipment and ride on toys, both indoors and outdoors. These activities help to build children's strength, balance and spatial awareness.

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Curriculum and teaching Expected standard

Communication and language are prioritised through well planned interactions. The childminder consistently models language during play, stories and songs, for example, using concepts such as 'fast', 'slow', 'full' and 'empty', and engaging children in interactive games like peekaboo. Teaching is adapted for children with emerging speech or for children who speak English as an additional language. For example, the childminder uses repetition, gestures and provides some visual support when needed. Helps children to understand and build their vocabulary.

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Curriculum and teaching Expected standard

Teaching is adapted to support children who face additional barriers, ensuring all children are included and can make progress, including introducing visual 'now and next' prompts to support routines and self regulation.

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Inclusion Expected standard

The childminder demonstrates inclusive practice through a secure understanding of the graduated approach and takes effective action to reduce barriers to children's learning and wellbeing. She closely observes children, identifies emerging needs and responds through reasonable adjustments and adaptations. For example, where children have developing communication skills, she plans hands-on activities such as threading and construction, enabling them to participate fully without reliance on spoken language, while consistently modelling vocabulary and concepts such as 'short' and 'long'. She is introducing visual 'now and next' prompts to support transitions and routines. These strategies ensure children are included in daily experiences, sustain engagement and develop independence and self- regulation. The childminder has completed relevant training and applies this knowledge effectively. She regularly reviews children's progress and adapts her provision in response,

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Inclusion Expected standard

although systems to evaluate the longer-term impact of support are still developing. She works in partnership with families, sharing observations and guidance through digital communication, sending books home to support continuity of learning, and signposting families to local services and community opportunities, including free swimming sessions and museum visits. While no children currently require support from external professionals, the childminder demonstrates secure knowledge of referral pathways and understands when and how to engage other agencies should children's needs increase.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to supporting children's care and learning. She understands children's development and identifies next steps. She plans activities carefully and reflects on her practice to improve outcomes for children. Appropriate systems are in place to support the safe running of the setting. The childminder maintains records and communication processes that support children's care.

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Leadership and governance Expected standard

The childminder engages in training to develop her knowledge and reflects on her practice. She considers how to manage her workload effectively while continuing to improve outcomes for children. The childminder attends a range of training to keep her knowledge and skills up to date. Typically, she reflects on her provision and liaises with other professionals to identify areas of improvement or training that she would like to complete. She has clear oversight of her provision and recognises how to adapt it appropriately to support children with special educational needs and/or disabilities and those who may face barriers to their learning.

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Leadership and governance Expected standard

The childminder works in partnership with parents. Communication is regular, and parents speak positively about the care provided. The childminder supports families by sharing information and signposting them to services and opportunities. However, leaders have not yet ensured that expectations for behaviour and routines are consistently embedded. This limits how well children develop independence and self-regulation.

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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. They form warm relationships with the childminder and feel safe in her care. Children enjoy a calm and nurturing environment where they are valued and develop a sense of belonging. Children access a well-organised space with good- quality resources. They choose books independently and handle them with care. The childminder promotes early reading through shared stories and by encouraging families to read at home and to visit the library. This supports continuity in children's learning.

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Address:

14 Polygon Avenue Children enjoy a range of experiences that support their development. Children who are developing their early communication skills, including those who are learning English as an additional language, are supported to take part in activities. For example, they thread objects and use pipettes to build hand strength. These activities help children develop early skills needed for writing. Children explore freely, make choices and engage in play that interests them. Over time, children build key skills and knowledge from their starting points.

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Address:

Children are beginning to develop independence. They select resources, help with simple tasks and explore the environment with confidence. They play alongside others and begin to develop early social skills. The childminder understands children's needs and works closely with parents. She shares information regularly and signposts families to local opportunities. However, routines are not yet fully secure. Children do not always remain at snack or respond to dedicated tidy-up times. This limits how well they they develop their independence and understanding of the expectations of the setting.

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Next steps

The childminder should embed clearer and more consistent routines to further support the children to develop their self-regulation and independence. The childminder should strengthen her behaviour management strategies so that expectations are consistently applied to support children to develop a secure understanding of boundaries in the setting.

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About this inspection

The inspector spoke with the childminder 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. Manchester M13 9FX Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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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

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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 .

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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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