Nur, Idil Hussein

Childminder

Unique reference number (URN): 2767243 Registered with Ofsted: 18/03/2024 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 quickly gain skills at the childminder's provision. They settle in easily and show confidence after only a short time in the setting. Children's growing self-confidence fosters their exploration. They show suitable curiosity and a desire to learn. All children develop their language very well. They love to join in with the songs the childminder sings. Children then sing these songs independently on their own after, showing their growing language and confidence. Overall, young children develop their listening skills suitably. They learn number names and mathematical language as they play.

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Achievement Expected standard

Children enjoy stories and books and learn to use these carefully, turning pages and putting them back in the book rack. At times, they develop their concentration and attention skills, but this is not consistent. Children make effective progress from their starting points. They gain useful skills in readiness for the next stage of their learning and their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder quickly builds beneficial relationships with children. She provides babies and young children with structure and suitably regular routines. This builds children's confidence and involvement in the childminder's provision. The childminder sings to babies and young children. This encourages their listening and involvement in routines, as the childminder helps them prepare for mealtimes, for example. This motivates young children effectively and they enjoy joining in, developing some independence skills. They start to build positive attitudes to doing things for themselves and with the childminder's encouragement and help. Children generally persevere to tackle small age-appropriate tasks. Although at times, the childminder does not adapt activities to consistently encourage their attention and concentration.

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Behaviour, attitudes and establishing routines Expected standard

Young children enjoy the childminder's company and listen to her respectfully. She supports their early awareness of boundaries and expectations. The childminder offers children lots of clear age-appropriate discussion to help their understanding. She helps them share toys with their young friends and learn to adapt their behaviour suitably. The childminder understands the importance of promoting children's regular attendance to help them benefit from the opportunities that she provides. She also knows that any concerns should be dealt with quickly to ensure children's welfare.

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Children's welfare and wellbeing Expected standard

The childminder quickly builds close bonds with babies and children. She is caring and attentive to their needs. The childminder supports these conscientiously to ensure children's physical and emotional wellbeing remain high. She ensures children have regular snacks, meals and drinks, to ensure they are comfortable. She offers babies lots of cuddles when they are tired and hungry. The childminder helps children to manage their emotions. She gives them clear explanations of what is happening next. The childminder repeats these to help babies' understanding and to continue to reassure them, such as first it is snack time and then their nap. The childminder settles babies down to sleep safely. She has constant contact with them as they rest to check their safety and wellbeing. The childminder supports them promptly if they wake.

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Children's welfare and wellbeing Expected standard

The childminder is careful to ensure children's security and safety as they play. She offers them clear prompts and explanations to help their understanding. The childminder has just started increasing her focus on developing children's physical skills, introducing outings and access to gardens and parks, now that babies are more settled. She lives in a upper-floor flat so realises she needs to build this further, as well as her focus on other aspects of young children's development, such as their early understanding of the world and their confidence in new situations.

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Curriculum and teaching Expected standard

Overall, the childminder has a suitable curriculum. Through her observations and assessments of children, she outlines what children need to learn next. The childminder then plans experiences to help children achieve these. She is well qualified and interacts with children skilfully. The childminder closely and consistently focuses on developing children's communication and language. She offers young children clear speech with lots of repetition and easy words to help them to develop their language, this includes children who are bilingual. The childminder gives children time to practise expressing themselves, listening and valuing their attempts at communication. She reads and sings to children. The childminder offers children fun and interesting ways to learn and develop their language further.

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Curriculum and teaching Expected standard

The childminder reflects on her curriculum, her approach and how children are learning at her provision. She is aware of the need to offer children regular experiences to help them gain skills in all areas of learning. She is aware this is not consistently in place in her recently formed curriculum. The childminder has started to introduce additional experiences to help children gain a more comprehensive range of skills.

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Curriculum and teaching Expected standard

The childminder adapts her teaching for the children's different ages and needs. She sets out activities suitably to motivate children to explore. For example, the childminder offers young children the chance to develop their coordination using different materials and small tools. However, the childminder does not pick up on their lack of interest in some activities. She does not then change these promptly, such as to provide other resources that motivate children and encourage their engagement and attention skills further.

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Inclusion Expected standard

The childminder supports children's different needs well. She generally has effective processes to ensure children make progress right from the start in her provision. The childminder liaises closely with parents and carers to gain information and get to know children. She undertakes initial assessments which helps her to gauge children's developmental starting points. Then with further ongoing assessments she can outline any gaps in their development. The childminder knows to gain support from outside professionals as needed to help these gaps close. She understands the importance of children and families getting the help they need. The childminder appreciates the importance of closely supporting children's communication. She recognises the valuable impact this has on other aspects of children's development. The childminder supports children who are bilingual to gain effective skills in English. She

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Inclusion Expected standard

does so in a way that builds their confidence to express themselves and use their language. The childminder understand the importance of reflecting on her curriculum and what she provides. She adapts this to help minimise any disadvantage children or families face. This helps to reduce any barriers to children's learning or wellbeing. The childminder has started to introduce different experiences for children in her care to ensure they can gain skills across all areas of learning consistently. She also is aware of additional funding young children may be entitled to and the importance of using this effectively. For example, the childminder outlines offering additional activities linked to gaps in children's experiences. This ensures all children get equal opportunities to learn and progress.

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Leadership and governance Expected standard

The childminder has only more recently started minding children. She appreciates that it is early days for her curriculum and provision. The childminder shows dedication to providing the best she can for families. She has renewed and refreshed all her mandatory training, such as first aid and safeguarding. This ensures she has the most up-to-date knowledge of safe practices to support children's welfare. The childminder reflects on her practice, approach and its effectiveness making changes to benefit the children. She discusses the aims she has for her provision suitably and her plans for achieving these, including ongoing additional training she plans to undertake.

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Leadership and governance Expected standard

The childminder is well qualified and knows how children learn and develop. She applies this effectively and has thought through the set up her provision, to provide young children with varied resources and activities. She has started to develop this, evaluating how children are learning and outlining new aspects. For example, the childminder has more recently started to extend children's skills in other areas, such as to support their physical development. She realises she needs to increase the focus on this and to provide them with more varied experiences across all areas of learning.

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Leadership and governance Expected standard

The childminder has built suitably beneficial links with parents and carers. She gains lots of information from them regarding babies and children's individual needs, to help her support children appropriately in her provision. She keeps them informed about children's time with her and ensures there is ongoing communication. This helps to offer a consistent approach to the support children receive.

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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

Babies and children settle quickly into this welcoming provision. They build warm close relationships with the childminder. Children enjoy her company and quickly build their sense of belonging to her provision. They are valued as unique individuals. The childminder is attentive to each of their needs and care routines. Children's wellbeing is closely supported. They are happy and safe at the childminder's provision. Babies are reassured with a cuddle when they are tired, snuggling in happily to the childminder. Young children are quick to seek her out for support if needed. They show considerable confidence after being in the

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Inspector:

Rachel Parker childminder's provision for only a short time. Babies bring things to show the childminder and are rewarded with lots of attention and interest from her. She listens to their attempts at conversation and patiently builds on this. Children listen to the childminder's clear words and build their language skills very well, this includes children who are bilingual.

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Inspector:

Babies and young children make effective progress. They flourish in this welcoming environment. Children confidently explore and overall find it easy to select things that interest them. They enjoy looking at books and independently select these from the rack, finding their favourites. Children enjoy the childminder joining them and looking at the books with them. They learn to share and take turns, building their early social skills. The childminder reads children short stories, appropriate for their young age. Children are interested in certain pages and the childminder stops to discuss these further with them. In this way, babies and young children at times listen and concentrate for suitable periods. They learn new concepts and words that the childminder explains. Babies and young children beneficially join in with the childminder's routines, starting to understand these as they tidy away some of the toys. They also develop their early self-care skills. Children wash

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Inspector:

their hands with the childminder's help. They enjoy sitting at the little low table with their friends for their snack. Children gain positive attitudes to doing things themselves. They start to gain useful skills in readiness for the next stage of their learning.

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Next steps

The childminder should encourage young children to more consistently engage with activities and develop their attention and skills further, such as by adapting the set-up of her activities and resources. The childminder should implement the plans to develop her curriculum further, by building their skills across a range of areas consistently, including their physical development.

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About this inspection

The inspector spoke with the childminder and children during the inspection and took into account parents' written views.

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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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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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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