Jehangir, Jawaria

Childminder

Unique reference number (URN): 2741864 Registered with Ofsted: 03/11/2023 Registers: EYR, CCR

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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 sound progress through all areas of learning from the time they start in the childminder's care. From an early age, children are engaged and focused for long periods in stimulating activities. Children learn to count, solve puzzles and learn colours. They enjoy books from a varied and rich range accessible to them, which supports their interest in early reading. Children are building on their skills in using a range of tools and are developing the grasp they need to control their early writing skills. They are progressing well in their developing language. Children communicate well and enjoy engaging in conservations with their friends and the childminder. They quickly learn and develop their understanding of new vocabulary. The childminder supports children to develop their language skills throughout the day, as she uses books and general conversations to extend their vocabulary. Children

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Achievement Expected standard

gain strength in their physical development. Young children are provided with ample space to practise their walking skills. They access outdoor play to learn to climb and use a range of wheeled toys to sit and steer. All children, including those with children with special educational needs and/or disabilities, typically achieve well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows the children in her care well. The childminder provides a calm and positive environment, where expectations for behaviour are clear. She generally uses a positive approach to help children learn 'right' from 'wrong', should incidents occur. She typically models good behaviour and speaks to children with calmness and respect. The childminder embeds routines into the setting, and children take on roles to help tidy away play materials ready for their next activity, for example. Children are supported to develop good manners, such as learning to say 'thank you' and 'please'. The childminder gives children positive praise when they show kindness to others. This supports their emotional wellbeing. There are 'high fives' between the childminder and children when children behave well and when the childminder acknowledges their new learning. Children benefit from the familiar routine the childminder provides. This helps them to feel safe and secure, and build

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Behaviour, attitudes and establishing routines Expected standard

positive attitudes to learning. The childminder plans learning experiences with a focus on teaching children how to work together.

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Behaviour, attitudes and establishing routines Expected standard

The childminder engages with parents about the importance of regular attendance and timeliness for attendance for the time they start. She acknowledges this supports the children to benefit from the learning opportunities she has planned for them for the day, and in readiness for starting nursery or school.

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Children's welfare and wellbeing Expected standard

Children have formed a safe and secure bond with the childminder. They seek her out to play with them or for reassurance through cuddles and hugs. The childminder supports children to express their feelings and talks to them about this. This supports children in learning how to manage their emotions. The childminder engages with parents from the start to gather relevant information about children's health, dietary and medical needs. The childminder encourages healthy eating habits through the provision of a varied and nutritious range of foods for snacks and main meals, which children enjoy. She dines with the children to ensure they are supervised, develop good table manners and are not at risk of choking. Children are settled to sleep with their own bedding, and under the childminder's supervision. Outdoor play is part of the daily routine, which children are eager to participate in.

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Children's welfare and wellbeing Expected standard

Children are familiar with the routine for handwashing, such as when they return from outdoor play and before handling food. Young children are confident to undertake the task independently under the childminder's supervision. The childminder engages with parents to discuss how they can support their children to learn about good dental care at home.

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Curriculum and teaching Expected standard

The childminder plans an adequate and engaging curriculum that supports children to make choices and access play that supports their individual progress. She is clear about what she intends children to learn. The childminder has an appropriate understanding of each child's individual learning journeys, and she provides varied learning experiences that support children's ongoing development. The childminder carries out regular assessments of children's learning to identify any gaps or any early identification of emerging additional support needed. She uses this information to inform her in planning the next steps for individual children. Personal, social and emotional development is at the forefront to ensure children feel safe and secure in her care. The childminder does not effectively plan for children to socialise with other children. She has not considered the benefits of regular attendance at community stay-and-play groups. She recognises this would support children

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Curriculum and teaching Expected standard

in making new friends with other children of similar age, to access broader learning experiences and be better prepared for the move to nursery or school.

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Curriculum and teaching Expected standard

The childminder ensures a routine is established for the day to support children to be familiar of what is to occur next. Children are focused and interested in activities for long periods. This is further supported by the childminder's positive engagement and interaction with the children while they play.

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Curriculum and teaching Expected standard

There is particular focus on communication and language development. The childminder supports children to develop their vocabulary, build on linking words and learn a new language too. The childminder supports children's needs for physical development. Children develop coordination, such as learning to use cutlery and through mark making and creative play. This supports children to develop skills for early writing. Children learn about the wider world through celebrations and books they look at. This supports children to have a better insight into differences in the wider diverse community they live in.

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Inclusion Expected standard

The childminder knows children well and demonstrates a secure understanding of their individual care and learning needs. She observes children closely and undertakes regular assessment to monitor progress. This helps her to identify any gaps in their development. The childminder adapts activities well to ensure children of all abilities can participate confidently in all activities. The childminder gathers detailed information from parents when children first start, including if the child may have any additional needs or any delays in their development. In addition, she ensures she shares any concerns she has identified with parents. The childminder understands the importance of open communication with parents regarding children's progress. While this is generally effective, it is not always robust enough to ensure she is consistently fully aware of any specific needs and changes in ongoing conditions.

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Inclusion Expected standard

The childminder recognises the importance of working with multi-agency professionals and knows where to seek advice and guidance if needed. She also seeks information via other childcare websites. Furthermore, she would seek relevant training should she feel she needs to develop her knowledge further for children with special educational needs and/or disabilities and/or those children with barriers to learning.

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Leadership and governance Expected standard

The childminder regularly reflects on her curriculum and recognises the importance to improve on this as children make progress and to offer variety. She welcomes the support from her local authority advisory team and explores relevant training, information and literature via childcare sites online. The childminder typically recognises there is always scope for her to continue to improve her knowledge of her role and responsibilities. She engages with parents not only daily to share information about their child's developmental progress but periodically too, to plan forward. The childminder collates parental feedback regularly, and this is positive. Parental feedback at inspection was positive too. They expressed that they are very happy with the care provided. The childminder provides parents with daily updates electronically and offers advice on how they can support children's progress at home.

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Leadership and governance Expected standard

The childminder supports children moving on to nursery and school. She engages with parents, talks to children about the move over a period of time, and supports children to have the required skills to make the move swiftly.

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

Children are happy and settled and form secure relationships with the childminder. They welcome her as their play partner and seek her out to share books with them. They are confident in their awareness of the childminder's home and where play is stored to allow them to make safe selections of their own. Children are encouraged to lead on their play. The childminder organises play materials that reflect the children's individual stage of development, their interests, and the areas she is supporting them in on their learning journey. Children enjoy the activities on offer, engage for long periods and have a positive attitude to learning. This is especially evident with young children. They spend long periods completing puzzles, matching shapes, looking at books and counting out objects randomly.

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

Children enjoy the creative play activities. For example, young children develop skills to use magnetic rods to catch toy fish in the cornflour mixture that reflects the ocean, or they scoop and sieve sand. Children enjoy being outdoors, where they are eager to have daily fresh air and exercise using large equipment. Children take on roles and responsibilities well under the childminder's guidance, such as helping to clear away toys before they move on to going outdoors or in readiness for having food. Children enjoy books very much, especially books with different textures and props, and they are keen to join in with rhymes and action songs.

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

The childminder ensures all children, including those with special educational needs and/or disabilities, are supported to make the progress of which they are capable of. From the outset, the childminder works in close partnership with parents to promote regular attendance.

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Next steps

The childminder should build on existing partnerships with parents to continue to seek out detailed information regarding children's additional needs. The childminder should explore the use of community stay-and-play sessions, to provide children with opportunities to socialise with other children, to further enhance learning experiences in readiness for school.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this setting

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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5

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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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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