Mohamed, Roda

Mohamed, Roda

Unique reference number (URN): EY433147 Address: 84 North Hyde Road, HAYES, Middlesex, UB3 4NF Type: Childminder Registered with Ofsted: 20/10/2011 Registers: EYR, CCR, VCR Registered person: Mohamed, Roda

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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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Behaviour, attitudes and establishing routines Needs attention

The childminder does not adapt activities to meet the individual needs of the children. In addition, she does not always support children to focus during activities. This hinders their motivation to learn. As a result, children become distracted, disengage from their play and do not consistently show a positive attitude to learning.

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Behaviour, attitudes and establishing routines Needs attention

Despite significant weaknesses in the quality of education provided by the childminder, children are happy and settled in her care. Overall, children behave well. The childminder speaks gently to them and reminds them of the expectations for their behaviour. They make some choices and independently access the resources on offer.

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Behaviour, attitudes and establishing routines Needs attention

The childminder welcomes the children warmly in the morning, and she is friendly with them. This helps children to feel secure. Children ask for help when they struggle to do something and request toys that they want to play with. The childminder ensures that parents notify her of absences, and, since the last inspection, she has implemented a register of attendance that she keeps updated. However, she does not always set high expectations for attendance and punctuality. This does not contribute to building positive habits for the future, including the transition to school.

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Achievement Urgent improvement

Children's achievement is limited across the seven areas of learning. This is due to the fact that the childminder has a poor understanding of the children's stages of development. Children do not gain the skills they need to be confident learners or to develop positive attitudes towards learning. Their ability to acquire the skills needed for their next stage in learning is limited by the weaknesses in the curriculum. Children quickly move from one activity to another as they become bored by the lack of opportunities, particularly when playing outdoors. This leads to children's disengagement and loss of interest, including for those children with special educational needs and/or disabilities or those who face other barriers to learning.

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Children's welfare and wellbeing Urgent improvement

The childminder does not meet some of the requirements of the early years foundation stage. Risk assessments are ineffective, and the childminder does not identify some risks to children's safety. For example, she does not recognise that some toys need repair and that part of the outdoor area's fence is not fully secure. This compromises the safety of children in her care. While the childminder makes sure children access her garden daily, support for their physical development is not effective. This is due to the limited resources available outdoors and the lack of guidance and targeted support children receive from the childminder. As a result, opportunities to build their physical skills, including strength and coordination, are insufficient.

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Children's welfare and wellbeing Urgent improvement

The childminder does not understand or thoroughly fulfil her key-person role. Consequently, she does not tailor the curriculum to meet children's needs and promote their welfare.

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Children's welfare and wellbeing Urgent improvement

Children have some opportunities to use their imagination. For example, they play with dolls and pretend to cook for them in the play kitchen. However, the childminder's interactions with the children are not always purposeful or tailored to scaffold their learning. This limits the progress children can make. In addition, children do not receive the support they need to be prepared for transition to other settings. For example, the childminder is not clear about when children will start Reception class. This means that she does not identify how to tailor the curriculum to help children to develop the skills they need for school and to ensure a smooth transition.

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Curriculum and teaching Urgent improvement

Children do not benefit from a well-thought-out curriculum, based on their interests and needs. The curriculum lacks ambition and does not prepare children for their next stage in learning. Activities on offer are either too simple and repetitive or too challenging for their level of development. This does not help children to maintain focus or acquire new skills.

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Curriculum and teaching Urgent improvement

The childminder does not demonstrate enough understanding of how children learn and develop, or how to sequence learning to meet their needs. She cannot identify precise individual next steps, and she does not implement a clear plan for what children should learn over time. As a result, she is unable to adapt activities to meet children's individual needs or build on their starting points.

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Curriculum and teaching Urgent improvement

Children have limited access to purposeful play, especially to support their physical development. The childminder does not facilitate physical activities for children. For example, when older children express their interest in playing with a ball, the childminder takes it away and redirects them to use a soft sponge ball instead. This hinders their opportunity to engage in more challenging activities, limiting their development and access to a broader range of experiences.

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Curriculum and teaching Urgent improvement

The childminder does not support communication and language effectively. She does not provide the children with purposeful interactions to extend their conversational skills. In addition, the childminder does not always model correct pronunciation or sentence structure to children to develop their vocabulary and communication skills further.

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Inclusion Urgent improvement

The childminder does not identify relevant next steps in children's learning. Consequently, they do not have access to activities that match their stage of development. For example, the childminder is overly focused on colours and writing and not on the core skills the children need to gain first, such as communication and language, and social skills. As a result, children's individual needs are not met, and they do not make secure progress.

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Inclusion Urgent improvement

Early identification and help for children with special educational needs and/or disabilities (SEND) is inconsistent. The childminder does not have a clear understanding of the support children with SEND or those facing other barriers to their learning receive outside her setting. Partnership work with other professionals is not effective and does not ensure that these children receive the targeted help they need. This limits the progress that children make.

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Leadership and governance Urgent improvement

The childminder does not reflect on her provision effectively, and she fails to identify poor practice. Although she has completed some training, she still has a lack of understanding of the early years foundation stage requirements. This limits her capacity to sustain improvements in her practice. As a result, she has not made sufficient improvements since the last inspection, and, despite receiving previous actions through a welfare requirement notice, there remain breaches to the requirements.

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Leadership and governance Urgent improvement

The childminder shares some information with parents. She talks to them at drop-off and pick-up times and tells them about their child's day. However, her communication with parents does not extend to other aspects of the children's development and needs. For example, the childminder does not demonstrate a clear understanding of the specialist support the children in her care receive. This includes information about assessments and strategies given by other professionals to support children to develop their communication and language skills. Parents appreciate the care their children receive. They describe the childminder as kind and friendly and feel her provision is a 'home-from-home' for their children.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 do not make secure progress. The childminder has low expectations, and her curriculum lacks ambition for children. In addition, she does not ensure that children's care and learning are tailored to their individual needs. This hinders children's achievements and their motivation to learn. The childminder plans some activities to encourage children's development. For example, she plans craft activities linked to seasonal celebrations. However, these do not match children's next steps and their individual interests. As a result, children quickly lose interest and struggle to focus or to become engrossed in their play. Furthermore, the childminder does not use sequenced steps to help children to achieve new skills. For example, children are expected to cut around shapes before they have developed the fine motor skills needed to hold scissors properly. Similarly, the childminder plans phonics sessions before children have developed basic communication and language skills.

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

Therefore, all children, including children with special educational needs and/or disabilities or those facing other barriers to their learning, do not receive the support they need in their development and do not make secure progress.

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

Children have access to the childminder's garden each day. This provides some opportunities for them to enjoy fresh air. However, the garden lacks resources and is uninspiring, which means that children miss out on active and exploratory play outdoors. The childminder's poor risk assessments fail to identify potential risks to children. For example, the fence needs repair and it is not fully secured, and some resources are broken. This compromises children's safety. Despite these weaknesses, children are settled and at ease in the care of the childminder, who greets them warmly on arrival.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

implement an effective key-person system to identify and ensure every child's care is tailored to their individual needs 16/04/2026

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Action Completion Date

ensure appropriate arrangements are in place to identify, monitor and support children with special educational needs and/or disabilities 16/04/2026

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Action Completion Date

develop understanding of risk assessment so that all potential risks are minimised or removed 16/04/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

implement an ambitious curriculum which takes into account children's ages and stages of development and builds on their next steps for learning 16/04/2026

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Action Completion Date

ensure the curriculum consistently fosters all children's communication and language skills 16/04/2026

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About this inspection

The inspector spoke with the childminder, parents 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. Damiana Cornacchia

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Address:

84 North Hyde Road HAYES Middlesex UB3 4NF

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 08:00 - 19:00

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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. 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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