Kashmiri, Falak Naz

Childminder

Unique reference number (URN): EY387482 Registered with Ofsted: 19/04/2010 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 make suitable progress from their starting points because the childminder uses their interests to motivate and engage them in learning. Children show a clear enjoyment of books and stories and eagerly choose books to share throughout the day. They join in with repeated phrases, sing songs linked to stories and take turns retelling stories in their own words, which supports their communication and language development. Children talk confidently about familiar experiences during discussions and remain engaged for sustained periods during story times. These experiences help children develop early language and literacy skills and positive attitudes towards learning. Children make progress in their independence through daily opportunities to manage self-care tasks, such hanging up towels and putting on shoes. However, at times, children receive support to complete tasks they are capable of managing independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and welcoming environment where children form secure relationships and understand expectations. She generally gently reinforces house rules throughout the day, helping children learn to tidy away resources, take turns and manage daily routines. The childminder models polite language and encourages children to use good manners during interactions and play. Children respond positively to reminders and encouragement and generally demonstrate an understanding of expected behaviour during activities and care routines. The childminder supports children's emotional well-being through nurturing interactions and discussions about feelings. She helps children begin to recognise emotions through stories and conversations and encourages respectful interactions with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses praise and encouragement to support children's confidence and motivation, helping them persevere with tasks and participate enthusiastically in activities. The childminder promotes the importance of regular attendance and maintains communication with families regarding absences and children's well-being.

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Children's welfare and wellbeing Expected standard

The childminder maintains close communication with parents to ensure children's needs are understood and met, which helps children settle quickly into familiar routines and feel secure in her care. She gathers key information about children's preferences and routines and uses this to provide consistent approaches that support continuity between home and the setting.

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Children's welfare and wellbeing Expected standard

The childminder supports children's physical well-being through established hygiene routines and daily care practices. She supports children to wash their hands at key times during the day, although this is occasionally overlooked, and she encourages their independence in self-care through reminders and modelling. Children are also supported to understand oral hygiene through daily toothbrushing routines, where the childminder models correct techniques, uses songs to make the experience engaging and encourages children to take an active role. These routines help children develop an awareness of healthy practices and begin to manage aspects of their own care.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's emotional well-being through warm relationships, reassurance and calm interactions. She responds sensitively to children's needs during care routines and supports them to build secure attachments, which helps them settle confidently when arriving and move between activities with ease. As a result, children are settled, respond positively to routines and they develop their confidence and sense of belonging.

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Curriculum and teaching Expected standard

The childminder uses information from parents and her observations of children to plan experiences that build on what children already know and enjoy. She adapts activities in response to children's interests and engagement so that learning remains meaningful and motivating. Experiences across play and daily routines help children revisit and strengthen their developing knowledge and skills in familiar contexts.

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Curriculum and teaching Expected standard

Teaching supports children's learning through warm and responsive interactions. The childminder joins children in their play, models language clearly and introduces new vocabulary to support communication and understanding. She uses stories, songs and practical activities to support children's communication. However, at times she relies on lots of closed questions, which sometimes limits opportunities for children to think more deeply and develop their own ideas.

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Curriculum and teaching Expected standard

The childminder helps children learn about the world around them through meaningful experiences in the local community and natural environment. She takes children to places such as libraries, parks, allotments, fishponds and garden centres to extend their interests and understanding of the wider world. The childminder links these experiences to learning about seasons, growth and responsibility. As a result, children develop curiosity about their environment and broaden their knowledge through first-hand experiences.

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Inclusion Expected standard

The childminder knows children and families well and works closely with parents to identify children's starting points, interests and any emerging needs. She uses observations and discussions with families to monitor children's development and follows a consistent process of assessing needs, planning appropriate support and reviewing progress to identify and respond to any concerns. The childminder works alongside parents and other professionals to support children with special educational needs and/or disabilities and has developed her knowledge further through relevant training, including starting a special educational needs coordinator qualification.

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Inclusion Expected standard

The childminder responds thoughtfully to children's individual needs and adapts experiences and routines in response to what she observes and learns from families. The childminder also understands her responsibilities in supporting children who may be vulnerable or known to children's social care and explains how she would follow agreed plans to help ensure their safety and well-being. She understands how additional funding can be used to support children's development and experiences, for example through purchasing resources tailored to children's needs or accessing specific training to strengthen her practice.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to improving her practice through ongoing professional development. Since the previous inspection, she has completed a range of training to develop her understanding of early years education, including safeguarding, behaviour support and special educational needs and/or disabilities. She regularly accesses local authority updates, webinars and guidance documents, using this information to keep her practice aligned with current expectations and statutory requirements. The childminder maintains oversight of daily practice, including planning, assessment and safeguarding. She reflects on training and feedback to make ongoing improvements to the provision.

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Leadership and governance Expected standard

The childminder values the views of parents and uses their feedback to inform improvements in her provision. She maintains regular communication about children's care, learning and routines and uses this information to adapt experiences to better meet children's needs and interests. Parents are also supported with information about learning and school readiness, helping to strengthen continuity between home and the setting.

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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, settled and secure in this welcoming setting. They form warm relationships with the childminder and confidently share their ideas, experiences and interests throughout the day. Children learn familiar routines that help them take turns, tidy away resources and generally manage aspects of their self-care. For example, children remind themselves about daily routines and happily help to put away resources when activities are finished. Children feel safe and included and learn about different cultures, languages and family experiences through daily conversations and activities. They hear and use words from different languages during play and conversations and talk confidently about people and experiences that are important to them. Children also learn about the natural world through experiences such as planting and growing at the allotment, where they begin to understand how things grow and learn to care for living things.

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

Children enjoy their learning and eagerly take part in activities that reflect their interests, including stories, imaginative play and creative experiences. They become absorbed in their play and enthusiastically join in with songs, actions and conversations. For example, children eagerly choose favourite books to share, act out movements from stories and confidently retell parts of familiar stories in their own words. They show enjoyment in imaginative play, such as pretending to cook meals and care for dolls, and sustain their concentration during activities such as painting and completing puzzles. They make progress from their starting points because experiences are tailored to their interests and stage of development. Children develop communication and early mathematical skills as they count objects, compare sizes and explore quantities during play and daily routines.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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 strengthen practice even further so that interactions are more open-ended and give children opportunities to develop their ideas further. The childminder should strengthen support for children's independence so that children are encouraged to practise and complete manageable tasks for themselves more regularly.

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About this inspection

The inspector spoke with the childminder and children during the inspection, and read written feedback from parents.

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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 7 May 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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