Nazir, Tabassum

Childminder

Unique reference number (URN): 2775379 Registered with Ofsted: 11/03/2024 Registers: EYR, CCR, VCR

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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, including those who have special educational needs and/or disabilities, make expected progress from their starting points. They demonstrate what they have learned during play. For example, they solve problems while building creative structures with blocks. They also use new vocabulary in their role play. These experiences support the development of their early thinking and language skills.

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Achievement Expected standard

Children understand how to take turns as they play together. For example, children take turns to throw and catch a ball with one another. Children feel proud and accomplished when they do well and handle tasks on their own. Children happily help tidy away the blocks. They smile when they receive praise for working well together.

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Achievement Expected standard

Children achieve well by confidently managing their self-care routines independently. They wash their hands before mealtimes and after using the toilet. They have good table manners and know they should stay seated until they finish their meal, as part of safer eating procedures. Children grow emotionally and socially by building good friendships and enjoying shared experiences. These skills help children as they get ready for their next learning steps and school.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well at this family-oriented setting. The childminder forms warm, nurturing relationships with children. She supports them effectively in developing positive social skills and building secure relationships. Age-appropriate guidance and familiar routines help children feel secure, settled and confident throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear behaviour expectations when children show high energy, such as running or not waiting for their turn. She takes time to explain to children why these important boundaries are in place. Children respond well to clear instructions and take pride in helping to tidy away resources. The childminder is a positive role model, which encourages children to behave well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder checks attendance and punctuality often. She also partners with families to help create successful routines and attendance patterns. Children of all ages react positively to the childminder's clear instructions. For example, when it is time to prepare for lunch, children are asked to help tidy away toys. Children enjoy putting away the things they have used and feel proud of their efforts.

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Children's welfare and wellbeing Expected standard

The childminder collaborates with parents from the outset to support children's welfare and wellbeing. She builds warm, trusting relationships securely. Children feel safe and content. They seek comfort and reassurance from the childminder. Children enjoy a variety of healthy, nutritious meals and snacks provided by the childminder. They can access water throughout the day to stay hydrated. However, the childminder does not yet consistently offer children the opportunity to demonstrate their independence in managing their personal needs. For example, children do not gain consistent opportunities to serve their own snack or pour their own water, because the childminder tends to do this for them.

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Children's welfare and wellbeing Expected standard

The childminder promotes good hygiene practices to help keep children healthy and well. Children understand that they must wash their hands before eating and after using the toilet. The childminder follows safe sleeping guidance to stay alert while babies and children sleep. She carries out frequent quality checks that satisfy her that they are safe.

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Children's welfare and wellbeing Expected standard

The childminder shows children how to stay safe. For instance, she makes sure they take turns using the bikes and cars. She also helps them navigate the space carefully. The childminder supports children's emotional growth by showing sensitivity. She validates feelings and helps children build a strong sense of emotional wellbeing. The childminder takes younger children to local playgroups and 'rhyme time' at the library. This helps them interact with others. She uses books and characters to help children understand feelings and emotions.

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Curriculum and teaching Expected standard

The childminder has high expectations for all children and implements a curriculum that builds on prior learning. She provides experiences that promote children's understanding and skills. This ensures that children establish secure foundations for learning and make sustained progress towards their next step in learning. The childminder celebrates children's language development. She plans opportunities for them to build on their language skills through daily conversation, shared reading and oral storytelling. During focused activities, she introduces new vocabulary, asks thoughtful questions and listens to children's ideas. For example, she uses puppets and props to bring the story of 'Jack and the Beanstalk' to life and introduces them to words like 'healthy', 'grow' and 'climb'.

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Curriculum and teaching Expected standard

The childminder supports children to develop their physical skills. Children enjoy riding cars and bikes and engage with throwing and catching games and activities that involve jumping, running, hopping and balancing. Children demonstrate and practise their moves and learn new vocabulary, such as 'twisting' and 'zooming'. Mathematical concepts are introduced seamlessly. Children develop a grounding in number through fun and engaging activities and clear teaching.

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Curriculum and teaching Expected standard

The childminder adapts teaching for children who have special educational needs and/or disabilities by using one word and one action to support them to engage with the curriculum. While the curriculum is broad and well sequenced, high-quality interactions are not yet embedded consistently across all areas of learning. For example, during snack time, the childminder uses questioning techniques that limit children's responses and do not fully support communication and language development.

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Inclusion Expected standard

The childminder typically promotes inclusion in all areas of learning and across the curriculum. She observes and assesses children regularly. This helps her track their progress and identify what they need next in their learning. This enables children to make progress by building on what they already know and can do. The environment is warm, inclusive and welcoming. The childminder generally adapts the provision effectively to ensure that every child feels included and supported.

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Inclusion Expected standard

The childminder has experience supporting children with special educational needs and/or disabilities. She acknowledges that she needs to further extend her knowledge and undertake additional training for herself and any assistants working with children. This ensures that every child receives the support they need to thrive. She is open to collaborating with other professionals to help remove barriers for children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder knows the setting's strengths and is beginning to identify areas for development. She has worked hard to design and arrange the curriculum to meet all children's needs. The childminder knows that she needs more training to support children with special educational needs and/or disabilities. This will help to further improve their outcomes. She ensures that her assistants' training is compliant and up to date with statutory requirements. The childminder is knowledgeable. She is able to manage her workload and wellbeing effectively, both for herself and any assistants she works with. She conducts regular supervision with her assistants to support improvements in practice. The childminder is focused on providing high-quality care and education. She is dedicated to acting in the children's best interests.

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Leadership and governance Expected standard

The childminder works closely with parents, sharing information about children's progress and supporting learning at home. Parents praise the provision and appreciate the many enriching experiences available. Parents report that their children settle in well and make progress in her care.

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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

The childminder creates a warm space where children play, explore and have fun together. The childminder forms strong connections with the children. She finds out about their different starting points before they settle into the setting. She uses this information to plan experiences that build on what children already know and can do. The childminder creates positive relationships with families and shows professional love. Therefore, children feel safe and are well cared for.

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

The childminder delivers an effective curriculum that builds on children's interests. It has a clear focus on developing children's communication and language skills and encouraging a love of books. Children have regular opportunities to share reading and listen to stories. They join in with 'rhyme time' in their local community. Children delight in naming and exploring dinosaurs in the garden. They explore different textures of the prehistoric landscape and enjoy the sensory experience. They learn new vocabulary, such as 'hot lava' and 'volcano'. Children stay motivated and engaged in play. They receive warm praise and encouragement from the childminder. As a result, all children, including those with special educational needs and/or disabilities (SEND), make positive progress from their starting points. They build the skills, knowledge and confidence they need for the next stage of learning.

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

The childminder tailors learning to meet the individual needs of all children, including children with SEND. This supports them to make gains in their development and thrive. Children play cooperatively. They readily include others and show enjoyment and encouragement during shared games. They work as a team to jump through hoops in the garden. The childminder acts as a great role model. She immerses herself fully in children's play. She gives children the freedom to enhance the game by adding new rules. This boosts children's creativity, develops their working memory and builds resilience.

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About this setting

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

The childminder should ensure that high-quality interactions are consistently embedded across all areas of learning, particularly during key routines such as snack time. The childminder should ensure that there are further opportunities for children to develop their independence skills, through key routines such as snack time. The childminder should prioritise further professional development opportunities that enhance knowledge and skills in how to support children with a wide range of special educational needs and/or disabilities.

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About this inspection

The inspector spoke to the childminder, children and parents 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. This data is from 15 April 2026

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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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