Mian, Hajira

Childminder

Unique reference number (URN): 2733585 Registered with Ofsted: 14/12/2023 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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Behaviour, attitudes and establishing routines Expected standard

The childminder does not consistently structure routines to support children's self-initiated play. She sometimes relies on overly adult-directed routines. Planning does not typically provide a balanced mix of child-led and adult-led activities. Consequently, the childminder does not generally extend or support children's individual interests. At times, children move around the setting without sustained or purposeful engagement.

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Behaviour, attitudes and establishing routines Expected standard

In contrast, the childminder recognises the importance of consistent routines for children's wellbeing. She monitors attendance carefully to promote stability and safeguard children. She maintains clear records, identifies patterns of absence and responds appropriately to concerns. This approach helps children feel secure and supports their emotional wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

In daily interactions, the childminder shows kindness, warmth and care. Children form positive relationships with her and with each other. They generally behave well and respond positively to guidance and reassurance. The childminder acts as a strong role model and sets clear expectations for behaviour. Children show trust, confidence and familiarity with routines and the environment. They interact confidently with adults and peers. Children take pride in sharing artwork displayed within the setting. The childminder uses stories and props to support emotional understanding. Children who initially struggle to share, learn to regulate their behaviour with support.

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Children's welfare and wellbeing Expected standard

The childminder carries out risk assessments to help children access a safe and secure environment. However, she does not consistently use her knowledge of what children know or need to support learning. This limits how effectively she promotes children's progress and development.

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Children's welfare and wellbeing Expected standard

Despite this, children form secure attachments with the childminder and show that they feel safe. They approach her confidently and seek reassurance or help when needed. The childminder supports children's physical development through regular active play in the garden. She also takes children on trips to the library and local playgroups. These experiences help children build emotional resilience and develop positive relationships with others.

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Children's welfare and wellbeing Expected standard

Children learn how to recognise and manage their emotions. The childminder supports this through discussions and stories about different feelings. She generally understands the importance of identifying additional needs, including dietary requirements and individual care needs. However, she does not yet work swiftly with other agencies to seek guidance for children with emerging needs.

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Children's welfare and wellbeing Expected standard

The childminder teaches children how to keep safe during snack preparation. She supervises children carefully during meals to ensure their safety and promote positive eating routines.

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Achievement Needs attention

Children do not yet fully benefit from a balanced mix of child-initiated and adult-led experiences. At times, children disengage and move around rather than focus on play. This limits concentration and reduces opportunities to deepen learning. Children are not always given enough time to think and respond. This affects their communication skills. Children with emerging additional needs do not consistently receive the right support or benefit from timely intervention from other agencies.

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Achievement Needs attention

Despite this, children benefit from interest planned themes, such as learning about the life cycle of a caterpillar. They develop language skills through stories and daily interactions. Children learn new words to express ideas and thoughts. They develop physical skills through routines and play. Children become increasingly independent in their self-help and care skills. They build social skills through sharing and turn-taking. Children access early mathematics through routines and planned activities. Overall, children make suitable progress, though some do not achieve as well as they could.

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Curriculum and teaching Needs attention

The childminder does not consistently plan the curriculum to reflect children's individual learning needs or next steps. Planning is in place, but it does not always consider children's interests or stages of development. As a result, learning does not consistently build on what children already know and can do.

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Curriculum and teaching Needs attention

The childminder checks children's progress and identifies gaps in learning. However, she does not always refer emerging concerns promptly to other agencies. This means children do not consistently receive additional support at an early stage. The childminder provides activities about the life cycle of a caterpillar, which children enjoy. However, she often leads teaching too closely. This limits opportunities for children to lead their own play and learning. The childminder introduces a wide range of vocabulary, including the word 'chrysalis'. This helps children understand new concepts. She uses clear and positive spoken language during activities and routines. However, she does not always allow enough time for children to think or respond.

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Curriculum and teaching Needs attention

Despite these weaknesses, the childminder aims to prepare children for school. She supports self-care skills, including toileting and managing shoes and coats. She promotes understanding of difference through stories and community outings. This helps children develop social skills and awareness of the wider world.

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Inclusion Needs attention

The childminder has yet to take timely action to address emerging gaps in children's development. Although she is aware when children may require additional support, she does not always follow up concerns promptly. She does not seek guidance or make referrals to other professionals in a timely way, when early help is needed. Progress checks do not fully reflect identified concerns, particularly in relation to children's communication and attention. As a result, children miss opportunities for effective early intervention. In addition, the childminder does not clearly identify next steps, and planning does not link closely to children's interests. This limits the effectiveness of support in helping children make sustained progress.

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Inclusion Needs attention

Despite these weaknesses, the childminder provides a welcoming and inclusive environment, where children feel safe and valued. She gathers relevant information from parents when children first start, which supports an initial understanding of children's backgrounds and routines. Children make some progress from their starting points, and this is evident within the provision. Children also benefit from regular outings in the local community, such as visits to the library and playgroups. These experiences help children develop an awareness of the world around them, recognise similarities and differences and support their social development.

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Leadership and governance Needs attention

The childminder completes mandatory training, including safeguarding and first aid, and shows commitment to maintaining professional knowledge. She engages positively with a range of online training opportunities and demonstrates willingness to improve practice. However, the training she completes does not focus closely enough on developing curriculum intent or improving the quality of teaching and learning.

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Leadership and governance Needs attention

The childminder plans topics that capture children's interests and help maintain engagement. However, she does not use reflective practice consistently to evaluate the effectiveness of her provision. As a result, she does not routinely identify precise areas for improvement. She does not always consider how to adapt teaching strategies to extend children's learning further. The organisation of routines and the learning environment do not yet secure a balanced mix of adult-led activities and child-initiated play. This limits opportunities for children to lead their own learning and develop independence.

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Leadership and governance Needs attention

The childminder does not proactively seek to work with external agencies to improve outcomes for children. This reduces her ability to meet individual needs fully. Nevertheless, she understands the roles of relevant professionals and knows when to seek support to safeguard children's welfare, particularly for vulnerable children.

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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 do not consistently experience a learning environment that enables them to lead their own play and make independent choices from arrival. They enter a setting where few indoor resources are immediately accessible, which limits opportunities to explore and follow their interests. Children experience teaching that the childminder often leads and introduces quickly, without allowing sufficient time for them to settle. As a result, some children lose interest, particularly those who need more time to respond, listen and focus. Children experience missed opportunities, when the childminder does not pause to observe, reflect or adapt interactions, which limits how effectively learning builds on their individual starting points.

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

Children nevertheless enjoy learning when activities spark their curiosity. They show clear interest in observing live caterpillars and listening to familiar stories linked to real-life experiences. Children learn new vocabulary, practise counting and explore mark making, colour and pattern through structured activities. They demonstrate age-appropriate skills, such as taking turns, sharing, showing kindness and developing independence. Children preparing for their next steps, including nursery, benefit from routines that support toileting, hygiene, communication and self-help skills.

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

Children have a strong sense of belonging. They arrive happy, confident and secure, separating easily from parents and showing familiarity with routines. Children form warm, trusting relationships with the childminder and play alongside peers in a positive and inclusive way. Families feel welcomed and valued. Daily communication, photos, and shared

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About this setting

Type: Childminder discussions help families stay involved and informed about their children's learning and wellbeing.

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About this setting

Children thrive most during child-initiated outdoor play. They become calm, focused and deeply engaged, when they explore, investigate and play cooperatively. Children feel safe, show positive behaviour and develop confidence, resilience and wellbeing through supportive care, clear routines and meaningful everyday experiences.

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Next steps

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

improve the curriculum planning and delivery to ensure individual children's learning and development needs are met 26/06/2026

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Action Completion Date

ensure links with external agencies are promptly established to support any children's emerging and changing development needs 26/06/2026

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About this inspection

The inspector spoke with the childminder, children and a parent 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. Registration date: 14/12/2023

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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.

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Urgent improvement

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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