Hossain, Lutfun Nahar

Childminder

Unique reference number (URN): EY459676 Registered with Ofsted: 11/06/2013 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

Overall, children make appropriate progress in their learning and development from their starting points. For example, babies sit up unaided as they play. Children typically explore exciting objects that they pick out of treasure baskets. They babble, smile and laugh, showing that they are happy and secure. They communicate their needs, for example when they are hungry or tired. Children independently hold their cups to drink milk and water when they want to. They shuffle on their bottoms to move across the room. Children turn pages of the books they select, attempting to make the sounds of the animals they see in the book. Children carefully stack bricks and roll balls across the floor. They confidently leave their parents in the morning and settle down to play quickly. They make appropriate progress from their starting points and are well prepared for their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established caring and nurturing relationships with children. She supports babies as they find their own different ways to manage feelings of sadness when their parents leave them. They quickly settle in, smile and laugh. She responds to and builds on babies' expressions and gestures. Children listen and follow instructions according to their age and stage of development. The childminder meets their individual needs and they begin to understand rules of behaviour. Babies typically develop their confidence in trying new things. The childminder gives praise and encouragement for children's attempts and achievements. The childminder communicates to parents and carers the importance of punctuality and attendance to ensure that all children make the most of their learning. Children develop positive attitudes to learning. For example, they are eager to explore the resources available to them when they arrive. Children develop resilience as a result of the

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Behaviour, attitudes and establishing routines Expected standard

childminder's support. For example, children attempt and succeed in placing small puzzle pieces correctly into the puzzle.

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Children's welfare and wellbeing Expected standard

The childminder provides a secure environment, which supports children to feel safe and secure. She meets the individual needs of all children and pays particular regard to the routines of babies, including sleeping and feeding. She has established caring and affectionate relationships with children, which help to support their welfare and well-being. The childminder supports babies to begin to understand their personal safety, for example when they stand up and hold onto furniture. She soothes and comforts babies when they become tired and are ready for a rest. The childminder works well with parents and follows babies' routines from home, such as feeding and sleeping routines. The childminder follows appropriate hygiene routines with children to ensure their personal care needs are met, for example during nappy changing routines. This supports babies to settle in and ensures their individual needs are met.

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Curriculum and teaching Expected standard

The childminder typically provides an interesting and stimulating learning environment for children. For example, she organises the environment according to children's age and stage of development. Children have access to the large front room and well-planned playroom. Babies are independent as they touch and listen to noises as they shake small bottles filled with lentils and pasta. This helps to support their cognitive development, fine motor skills and curiosity. However, the childminder's curriculum does not offer children regular opportunities to engage in messy play and creative learning experiences, which would further support their imaginative development. The childminder helps and encourages children to explore new nursery rhymes and build their vocabulary and communication. She introduces new words to children as she sings nursery rhymes. The childminder prioritises children's physical, social and emotional development well. For example, she calms children

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Curriculum and teaching Expected standard

by comforting and reassuring them. The childminder supports children's early mathematical development. For example, she sings number nursery rhymes and encourages play with interestingly shaped objects such as play vegetables, spoons, pans, cones and balls.

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Inclusion Expected standard

The childminder provides a welcoming and inclusive ethos in her setting, where children and their families are respected and valued. She discusses how she can help to reduce barriers that children face in relation to their learning and/or well-being through strategic support, reasonable adjustments and adaptations and inclusive practices. For example, she speaks to parents and gathers information about children so that she can prepare her setting to help support their learning and development. She carries out on-entry observations and assessments to find out about children's individual needs. The childminder has completed training to support children with communication delays so that she is knowledgeable and supportive. She is aware of how to work with external agencies so that she can support children who need it. She knows how to use any additional funding effectively to target steps to ensure children progress well.

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Leadership and governance Expected standard

Overall, the childminder has made secure progress since the last inspection and has recognised areas for improvements. She has improved risk assessments to help to ensure that all children are safe at the setting. She has established a culture of continuous improvement, for example by completing several training courses, including on understanding and recognising speech, language and communication needs in the early years and on supporting and promoting physical development in the early years. This supports children to further develop their learning and development.

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Leadership and governance Expected standard

The childminder works successfully in partnership with parents to meet the needs of the children. For example, parents share and receive daily updates about their child's day and progress. Settling-in routines help to ensure that babies' care needs are aligned with home routines.

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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 is enthusiastic and motivated to provide children with secure care and education. She greets children warmly, and they quickly settle, smile and laugh in her presence. Children are motivated to learn, explore and pick out all the objects from the basket. They make steady progress from their starting points and are well prepared for their eventual move on to school. Children develop confidence and independence as they reach for and accept objects, make choices, and explore the different resources and materials available to them.

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 07:00 - 18:00 The childminder ensures that children feel a sense of belonging, for example by extending children's interests and providing some stimulating resources for them to play with. She ensures that children and families feel welcomed and acts as a positive role model. She is kind and thoughtful in her interactions with parents and children, all of which helps children to feel safe and well cared for. Parents are reminded of the importance of attendance so that all children can benefit fully from their learning and development. The childminder helps and encourages children to explore new nursery rhymes and build their vocabulary and communication. She sings 'Baa, Baa Black Sheep', introducing new words. The childminder supports children to thrive and shows a genuine interest in them. She helps them join in and she responds warmly towards them.

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Next steps

The childminder should ensure that all children extend their learning experiences with different materials, using all their senses to investigate and help develop their curiosity and imagination.

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About this inspection

The inspector spoke with the childminder 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. Local authority: Havering

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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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