Parekh, Mamta

Childminder

Unique reference number (URN): EY338002 Registered with Ofsted: 14/02/2007 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 typically progress well in all areas of their learning and development. Children are skilled mathematicians. Toddlers count confidently to 20 and know how many objects represent numbers. Children develop a love of books and reading as they confidently join in with storylines of familiar stories, often finishing sentences. They delight in naming the characters, remembering and pronouncing difficult words, such as 'toucan' and 'rhinoceros'. Children are confident communicators. They thoroughly enjoy singing their favourite nursery rhymes into a microphone, for all to hear. These well-practised rhymes support children in many aspects of their development.

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Achievement Expected standard

Parents and carers delight in the progress their children have made, attributing much of their learning to the childminder's practice. Children learn skills that will help them as they prepare to move on to school. They are able to tend to their own care needs, such as getting dressed and washing their hands.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate appropriate understanding of the expectations of their behaviour. The childminder is warm, polite and respectful with all children, acting as a positive role model. The childminder is effective in her approach to teaching children about rules and expectations. For example, she prepares older children by giving time prompts that play will need to come to an end and they need to help tidy up. When the childminder does then ask children to tidy away, they do so happily and without the need for further prompt.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well embedded. As children arrive, they know to take off their shoes, hang up their coats and wash their hands. These firm routines support children's feelings of security, build their self-esteem and further embed positive behaviours. Overall, most children have high levels of engagement and enjoyment during their learning experiences. Children are keen to join in, explore and show perseverance with challenging tasks, such as using scissors. The childminder works with families to encourage and support children's regular attendance.

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Children's welfare and wellbeing Expected standard

Children are cared for in a safe, secure and nurturing environment. The childminder shows genuine care for children and acts in their best interests. As a result, children are confident and demonstrate a secure sense of belonging. Children learn the importance of handwashing, as the childminder refers to how clean hands keep us safe from germs. She embeds this important healthy habit through visual aids in the bathroom for children to refer to. The childminder provides healthy, balanced meals and snacks for all children. She takes account of the latest guidance on nutrition and safe eating and implements this into her practice. The childminder talks to children about healthy foods and how they help us to grow. This helps children to understand the importance of making nutritious choices and developing positive eating habits. All children are supported to recognise, express and manage their emotions. The

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Children's welfare and wellbeing Expected standard

childminder supports understanding through use of visual aids, such as an emotions poster. This is particularly helpful for children who speak English as an additional language. The childminder gently encourages children to reflect on the faces that depict different emotions and to identify how they feel. The childminder is aware of the importance of building on these interactions with children to further deepen their understanding of emotions. The childminder promotes kindness, cooperation and respect in all aspects of her practice.

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Curriculum and teaching Expected standard

The childminder designs a broad and varied curriculum that covers all areas of learning and supports all children. A thoughtfully designed environment and carefully planned activities mean children are well supported in their play and learning. Children benefit from typically high-quality teaching. The childminder has gained skills and knowledge in supporting children's language skills and, in the main, does this very well. She successfully extends children's speaking, introduces new vocabulary and asks meaningful questions during activities. The curriculum is rich in opportunities for children to develop their mathematical skills. Children enjoy counting rhymes, exploring number representation and completing puzzles. The childminder prioritises developing children's confidence, their skills in building friendships and beginning to understand their feelings. Learning through group games, visits to local play sessions and opportunities to develop independence, support children in their

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Curriculum and teaching Expected standard

personal, social and emotional development.

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Curriculum and teaching Expected standard

The childminder has made improvements to her curriculum since her last inspection. She has a clear understanding of what she wants children to learn and in what order, and typically implements this well. The childminder is skilled at introducing new ideas. However, she is less effective in tuning into children's active play and extending learning in the moment. This means that, occasionally, children are encouraged to move on when they have not finished exploring their own play ideas, interrupting their learning.

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Inclusion Expected standard

The childminder knows each of the children she cares for very well. She places value on identifying each child's individual needs when they first join. For example, the childminder gathers valuable information about children's current development and what they already know and can do, their interests and routines from home. The childminder's secure understanding of children's needs helps her to support their emotional wellbeing and minimise any barriers to learning as they settle in. The childminder ensures that children who speak English as an additional language are supported to develop alongside their peers. For example, she reads books in English and provides a copy in children's home language for parents and carers to read at home, supporting children in their understanding and use of English.

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Inclusion Expected standard

While the childminder does not currently care for any children who have special educational needs and/or disabilities (SEND), she is well prepared to support those who may join her. She has attended training and completed her own research on aspects of SEND. She has also created an action plan that outlines how she will identify children's needs, the support she will put in place and the evidence she will gather.

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Leadership and governance Expected standard

The childminder has worked hard and shown a commitment to improvement since her last inspection. She has worked closely with her local authority early years team and has used the support and guidance provided. This has led to many improvements to her practice with clear impact on children. The childminder has reflected well on the weaknesses identified in her knowledge and skills and has focused on improvement in these areas. For example, the childminder has attended a range of professional development opportunities linked to curriculum sequencing and communication and language. This has strengthened the childminder's teaching and curriculum planning. However, the childminder has not yet put in place a clear and informed plan for professional development opportunities that prioritise the current needs of her practice, based on incisive evaluations.

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Leadership and governance Expected standard

Partnership working with parents and carers is effective. The childminder values parental involvement and understands the importance of keeping parents informed of their children's care and learning. She sends daily photos of children at play and ensures regular and effective communication. This includes daily discussions and collaboration on assessments of children's progress. This continuity between home and the childminder's setting contributes positively to children's progress, wellbeing and confidence.

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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 entirely at ease in the childminder's welcoming home and demonstrate they feel safe and secure in her care. They benefit from secure relationships with the childminder, who they often refer to as 'nanny', representing their affection for her. The childminder conducts risk assessments, such as for the school journey and for safer eating, further supporting children's safety. Older children enjoy a relaxed and social period before leaving for school. They sit and chat while eating their breakfast, including visitors in their conversation, demonstrating mature social skills. The childminder is a wonderful play companion. She encourages children to explore new ideas as they play, skilfully extending their learning. For example, when children choose to play with small-world animals, the childminder suggests they sing nursery rhymes about the animals. Children know all the words, showing that these well-loved songs are frequently practised. This helps young

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

children to distinguish sounds, embed learning of new vocabulary and practise the physical mechanics of speech.

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

Through the childminder's well-sequenced curriculum, children make progress in their physical development. The childminder understands the importance of laying firm foundations in children's large-muscle skills, before moving on to their small-muscle movements, such as while using tools and pencils. For example, children have lots of opportunities for moving around, climbing and stretching in the childminder's garden and on the many outings that they enjoy. Children begin to control tools, such as pencils and small puzzle pieces. Children have rich opportunities to learn about the wider world. For example, they have a unique insight into the childminder's own religion, as they participate in cultural celebrations and traditions, including trips to a local temple and joining in with celebrations. These opportunities help children make sense of and learn about the diverse world in which they live.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 07:00 - 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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Next steps

The childminder should strengthen teaching to support children to extend and develop their own ideas even further. The childminder should use detailed and precise analysis of her strengths and areas for improvement to inform professional learning opportunities with more focus.

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About this inspection

The inspector spoke with the childminder, parents and children 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.

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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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