Sidar-Patel, Priya

Childminder

Unique reference number (URN): 2774085 Registered with Ofsted: 05/02/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make secure progress from their starting points and develop the knowledge and skills they need for their next stage of learning. They demonstrate confidence and are given time to express their needs and wishes. Children are confident talkers and understand that their opinions matter.

p.2

Achievement Expected standard

Children show cooperation and independence during daily routines. For example, at tidy-up time, children know where to return resources and gather items to support their play. They share spaces and resources with others and show kindness towards their peers.

p.2

Achievement Expected standard

Children develop an understanding of the world and value diversity. For example, they learn greetings in Turkish, which helps them to recognise and respect differences. Children build positive relationships and work together during play and routines.

p.2

Achievement Expected standard

Children who may face barriers to learning, including those with emerging special educational needs and/or disabilities, make progress. They develop confidence to join in activities and routines, helping to ensure that they are suitably prepared for their next stage of learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a positive and nurturing environment where children understand expectations and behave well. Children form positive friendships and show kindness during play and routines. For example, children confidently talk about their peers, remembering that a friend's favourite colour is 'blue'. Children share resources, cooperate during activities and are supported to understand expectations in an age-appropriate way. For example, staff gently remind children about using 'indoor voices', helping them understand how their behaviour affects others.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder and assistants act as positive role models. They speak to children calmly and respectfully and praise positive behaviour. Children build warm relationships with adults and feel confident to express their feelings and wishes. When children become unsettled, staff respond sensitively and reassure them so they can re-engage in play. Children typically follow familiar routines well, although transitions between some parts of the day are not always consistently organised to fully support children's engagement.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children play collaboratively and share resources appropriately. Staff adapt expectations to children's ages and stages of development. For example, older children are helped to understand why younger children may need additional support during routines and activities.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of attendance and punctuality and works closely with parents to support flexible work schedules and smooth transitions into the setting.

p.2

Children's welfare and wellbeing Expected standard

Children benefit from warm and responsive relationships with the childminder and assistants, which helps them to feel safe, secure and emotionally supported. Children confidently seek reassurance and support when needed. For example, when children become unsettled, staff respond calmly and sensitively to help them feel reassured and ready to re-engage in play and routines.

p.3

Children's welfare and wellbeing Expected standard

Children's welfare and personal care needs are supported appropriately. Children are encouraged to develop independence through daily self-care routines, such as washing their hands, wiping their noses and putting tissues in the bin after use. Staff support children's hygiene and comfort needs, including changing children into clean clothes after mealtimes. The childminder talks to children about risks and safety during routines, for example explaining the importance of using the handrail on the stairs and wearing indoor shoes to help keep them safe.

p.3

Children's welfare and wellbeing Expected standard

The childminder demonstrates a secure understanding of children's health and safety needs. She follows safe sleeping guidance appropriately, including regular physical checks of sleeping children and ensuring that sleep spaces are safe and suitable for their age and stage of development. Children learn about healthy lifestyles through everyday discussions and routines.

p.3

Children's welfare and wellbeing Expected standard

However, routines and transitions are not always consistently smooth, particularly during mealtimes. At times, children experience short delays in having their needs met while the childminder supervises children and directs assistants. Strengthening the organisation and pacing of routines would help ensure that children's needs are consistently supported throughout the day.

p.3

Curriculum and teaching Expected standard

The childminder has a clear understanding of how children learn and uses this to provide a broad and balanced curriculum. She plans learning based on children's interests, experiences and stages of development. For example, children confidently take part in role play, such as putting on a doctor's coat and interacting with others, which supports their communication and confidence. Children make progress and links in their learning. For example, during role play, they recognise and talk about fruits they had eaten at snack time, showing they are beginning to connect real-life experiences and apply their knowledge.

p.3

Curriculum and teaching Expected standard

The curriculum supports children across all areas of learning. Children develop mathematical skills through meaningful everyday experiences. For example, they count how many children are present with support from the childminder, who uses her fingers to help them. Children, including those who speak English as an additional language, join in and are praised for their efforts.

p.3

Curriculum and teaching Expected standard

Physical development is supported through outdoor play. For example, children take part in a parachute game where they play hide and seek. The childminder adapts the activity so that both younger and older children can take turns and join in, supporting coordination, turn-taking and inclusion. However, there is scope to strengthen consistency by supporting assistants to contribute more confidently to children's learning. While they engage positively, for example using baby signing and modelling words such as 'happy' and 'sad', their understanding of how these interactions support the wider curriculum is less secure. Strengthening their knowledge further would help assistants build more consistently on children's existing learning and support the implementation of the curriculum.

p.3

Inclusion Expected standard

The childminder identifies children's needs effectively from the start. She gathers detailed information during enrolment about children's backgrounds, development and family circumstances. This helps her to understand children quickly and plan appropriate support.

p.4

Inclusion Expected standard

The childminder monitors children's development through regular observations and assessment. She identifies children who may face barriers to learning, including those with emerging special educational needs and/or disabilities, and takes action when required. She works closely with parents to discuss concerns and agree next steps. Where needed, she seeks advice from external professionals in a timely manner and understands when referrals may be appropriate.

p.4

Inclusion Expected standard

The childminder supports children who may face barriers to learning. She adapts her approach to meet children's individual needs and helps them take part fully in routines and activities. For example, she uses resources linked to children's interests, such as themed books to support toilet training and emotional security during transitions. She also works closely with parents to support milestones, including communication and self-care skills.

p.4

Inclusion Expected standard

Children typically develop confidence and become increasingly willing to join in routines and activities. Parents report improvements in their children's speech, confidence and willingness to engage since attending the setting.

p.4

Inclusion Expected standard

The childminder supports disadvantaged children appropriately. She uses additional funding to focus on children's communication and confidence, plans next steps using guidance such as 'Birth to 5 Matters' and works with parents to access support where needed.

p.4

Leadership and governance Expected standard

The childminder has a secure understanding of the setting's strengths and priorities for development. She is ambitious for children and reflects on her practice to help improve outcomes. The childminder keeps up to date with guidance and requirements through local authority updates, professional discussions and networking with other childminders. She uses guidance, such as 'Birth to 5 Matters', to help support children's development and curriculum planning.

p.4

Leadership and governance Expected standard

The childminder works closely with parents and external professionals to support children's care and learning. Parents speak positively about communication and describe feeling well supported. Detailed developmental reports and enrolment procedures, as well as regular discussions, help the childminder build bonds with families. She understands children's individual needs, including those who may face barriers to learning or require additional support. The childminder supports assistants to develop their practice appropriately. For example, assistants completing qualifications develop their knowledge through observations and professional guidance. This helps them to keep their practice up to date and strengthen the quality of education provided for children. Assistants report feeling valued within the setting. The childminder understands the importance of professional development and provides induction and day-to-day guidance for assistants.

p.4

Leadership and governance Expected standard

However, the childminder does not yet consistently provide sharply focused support and feedback to assistants to help strengthen their practice and contribute fully to continuous improvement across the setting. Strengthening this would enable assistants to develop greater confidence and consistency in their roles and further enhance the quality of practice.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enter this welcoming and nurturing environment with confidence, greeting adults and their friends with smiles and enthusiastic hellos. They quickly settle and show a strong sense of belonging. Children build positive relationships and show kindness towards one another. For example, older children help younger children with tasks such as putting on their slippers, demonstrating care and consideration.

p.6

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

Children enjoy a range of experiences and show curiosity about their environment. For example, they discuss the weather, noticing clouds and describing it as 'windy'. With support, they explain what they can see, such as trees moving, while younger children copy simple sounds such as 'brrr' when talking about the cold. Children enjoy music activities, exploring instruments and learning new vocabulary such as 'xylophone' and 'maracas' as they join in with songs and actions. They remain engaged and motivated to join in.

p.6

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

Children develop the knowledge and skills they need for their next steps, with independence promoted effectively. They practise these skills through daily routines, such as washing their hands, collecting snacks and using tools safely with support. For example, children independently collect their own chopping boards and child-friendly knives to cut fruit into smaller pieces. This helps them to develop confidence and practical life skills.

p.6

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

Children behave well and feel safe and secure. They move confidently around the environment and begin to understand how to keep themselves safe, for example using steps to access handwashing facilities and holding the handrail on stairs. They follow familiar routines and are well supervised, including at mealtimes, where food is prepared safely.

p.6

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

Children make progress from their starting points. They feel included and supported to take part in shared activities and play cooperatively with their peers. For example, children learning English as an additional language benefit from calm interactions and familiar resources based on their interests, helping them to feel settled and engage alongside others.

p.6

Next steps

The childminder should provide more precise coaching and feedback to assistants so they contribute more consistently to children's learning and the implementation of the curriculum. The childminder should build on existing routines to ensure that transitions are consistently organised, well paced and fully support all children's needs.

p.6

About this setting

Operating hours: Monday : 08:00 - 13:00,Tuesday,Wednesday,Thursday : 08:00 - 16:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

About this inspection

The inspector spoke with the childminder, assistants, parents and children during the inspection.

p.7

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9