Syeida Huma Zahira Kazmi

Kazmi, Syeida Huma

Unique reference number (URN): EY560386 Address: 64 Watlington Street, Reading, Berkshire, RG1 4RT Type: Childminder Registered with Ofsted: 30/05/2018 Registers: EYR, CCR, VCR Registered person: Kazmi, Syeida Huma Zahira

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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

Children make excellent progress, including those that face barriers to their learning. They receive an abundant of experiences that promote high levels of communication and language. Children with less words develop their vocabulary through constant dialog and excellent role modelling of language. For instance, children hear new words at every opportunity, such as 'pine cones'. Children later use these words in their play and explore them as they paint. Children's individual needs and uniqueness are celebrated. Their ethnic origin and living arrangements are assessed so that any barriers to their learning can be supported and removed. Swift support is put in place to bridge any gaps in children's experiences and progress, such as to further support children's pronunciation.

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Achievement Strong standard

Children are highly engaged and confidently recall familiar stories such as, 'The Very Hungry Caterpillar'. Younger children are supported by engaging props, this encourages their involvement further. The childminder has high expectations of children's achievements and skilfully weaves mathematical understanding throughout activities, including during stories, role play and routine engagements.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets high expectations for all children. She interacts with them in a warm, natural, respectful and effortless way that encourages problem-solving, sharing and kindness. For instance, the childminder promotes children working together. Children know this and demonstrate excellent resilience and an enjoyment of playing together. For example, they readily support one another to squirt paint out of pots when they are struggling. The childminder thoughtfully weaves learning into fun and purposeful routines. For example, she sings songs during handwashing and counts when tidying up. The childminder provides children with a safe environment which supports children to share their thoughts and feelings. For instance, when they are tired or would like a cuddle.

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Behaviour, attitudes and establishing routines Strong standard

Children behave exceptionally well. The childminder's well-established, yet flexible, daily routine provides children with opportunities to make choices and take ownership of their learning. This sparks children's enthusiasm and promotes high-quality engagement. The childminder places a high emphasis on regular attendance. She works closely with parents and carers if children's patterns of attendance cause concern.

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Behaviour, attitudes and establishing routines Strong standard

Children show enjoyment in playing games together. They exchange resources themselves with little or no support required from the childminder. Children understand the rules and boundaries in the childminder's home. For example, they know to take their shoes off when coming in from outside and wash their hands.

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Curriculum and teaching Strong standard

The childminder delivers an inclusive and ambitious curriculum. She effortlessly teaches children the skills they need to support them now and in the future. The childminder knows

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Expected standard

children exceptionally well, which supports them to feel safe, secure and stimulated. She impressively responds to children's emerging needs and interests. This keeps children highly engaged and enthusiastic in their learning. For instance, children concentrate on mark making and stories. They are motivated to share their creations with the childminder. She uses the opportunity to weave in expanded vocabulary. For example, the childminder talks about things children may see in different seasons, as well as mathematical concepts, such as 'more' and 'less'.

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Expected standard

The childminder has an excellent skillset when adapting activities to suit the needs and ages of children. She consistently enriches children's independence and mathematical understanding. Children are enthusiastic and eager to help, particularly during mealtimes, where they enjoy preparing lunch. Younger children receive support to use tools safely. The childminder reminds them how to hold a knife while chopping vegetables. While older children confidently demonstrate and apply these taught skills. The childminder skilfully incorporates mathematical language by asking questions, such as whether the pan of water is 'light' or 'heavy', encouraging children to think critically.

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Expected standard

Children develop well physically. The childminder thoughtfully observes children's abilities. She adapts her practice and resources to extend children's skills. This has a positive impact on children's coordination and balance, while enabling them to build new skills such as riding balance bicycles.

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Children's welfare and wellbeing Expected standard

Children know and feel confident with the routines. They are keen and eager to take part in physical activities outdoors, preparing meals and relaxing times before sleep. The childminder encourages children to express their opinions and take part in decision-making. For example, she requests that children vote when deciding on the extras to have with their lunch, with the majority of children's choices respected. The childminder creates a safe and sociable mealtime for children, which supports children to be comfortable and eat well. However, the childminder does not consistently focus her teaching around healthy choices. This does not help children to embed their understanding of their health and wellbeing, to support their progress even more.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes children's voice and supports their understanding of privacy. This helps children to develop an understanding of how to keep themselves safe. Children show enjoyment in being with the childminder. They smile, laugh and seek out cuddles from her. Children demonstrate excellent independence skills. They receive specific praise and encouragement to motivate their independence further, such as when they take their shoes off and put them on by themselves. The childminder positively encourages younger children and supports them to learn tips which helps them to develop their self-care skills quickly. Children are carefully supported to recognise their emotions and the emotions of others. This helps children develop their understanding of theirs and others feelings and helps them to manage social situations well.

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Inclusion Expected standard

The childminder creates an inclusive environment for all children. She ensures any barriers for children are successfully removed, to enable all children to access an education rich in language. The childminder identifies that some children with additional languages need some further support with pronunciation. She adjusts her teaching to offer more tailored support. This has a positive impact on the progress children make. The childminder has robust knowledge of supporting children with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

The childminder has a robust knowledge of the children in attendance. She ensures she works with parents and carers to enable all children to maximise their funding entitlement where possible. The childminder ensures she breaks down any barriers to children attending and receiving the funding they require. For example, the childminder supports families when completing forms where required. She has supported children with SEND. During that time, she worked with other professionals when required to support individual children. The childminder observes children closely and ensures she puts the required support in for any potential delays in children's language, such as their speech and language.

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Leadership and governance Expected standard

The childminder is reflective in her teaching and her approach to managing her childminding business. She is quick to identify any areas of her teaching that could be further improved. This leads to children receiving an inspiring curriculum and making excellent progress from their starting points.

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Leadership and governance Expected standard

The childminder works closely with parents and carers to support children's wellbeing and learning. For example, she shares with parents what skills she is supporting children to develop, to help parents to practise these at home too. However, the childminder has not consistently enhanced her communication and engagement with parents further, so that they are fully informed and have a secure understanding of all roles and responsibilities of the childminder, including her safeguarding responsibilities.

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Leadership and governance Expected standard

The childminder occasionally works with assistants. She provides her assistants with guidance, support and feedback to ensure the quality of practice is consistent. The childminder has recently worked with her assistants to ensure the approach they take to support children to risk assess and keep themselves safe is consistent. She is extremely mindful of her assistants wellbeing and provides support to ensure their workload is manageable.

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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 make excellent progress and have warm trusting relationships with the childminder. They show excellent personal, social and emotional skills. Children smile and laugh, demonstrating that they feel happy, secure and at ease in the presence of the childminder and their peers. They happily share their thoughts and feelings with the childminder, who kindly responds to meet all children's needs. For instance, children seek the childminder out for cuddles when they become tired.

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About this setting

Unique reference number (URN): EY560386 Children have endless rich-learning opportunities enabling them to thrive. They are extremely keen and eager to engage in the activities on offer and routine tasks, such as tidying away after playing. Children show excellent partnership working and learn through trial and error. They develop excellent resilience in a supportive and caring environment. For example, children are confident to keep trying when they things are trickier, such as cutting hard potatoes. They enjoy stories where they use props to bring the story to life, which supports children's great imaginations. Children show a secure sense of belonging and are confident to access all play spaces available to them. They are proud of their achievements. Children show delight as they take turns to find each other's artwork on display.

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About this setting

The childminder gathers information from parents and carers, as part of the introduction to her setting. This includes information on children's routines, current ages and stages of development, ethnic origin and celebrations that are special to the family. The childminder continues this partnership to inform the learning opportunities she provides to children. This helps to tailor her teaching and helps remove barriers for all children, including children with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing.

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Next steps

The childminder should provide children with further support and knowledge on healthy choices and how these impact their overall health and wellbeing. The childminder should review parental engagement to develop their understanding of the childminder's roles and responsibilities to help drive further improvements.

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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 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:

64 Watlington Street Reading Berkshire RG1 4RT

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Address:

Registered person: Kazmi, Syeida Huma Zahira

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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