Sidiqi, Awesta

Childminder

Unique reference number (URN): 2806269 Registered with Ofsted: 04/10/2024 Registers: EYR, CCR

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 Strong standard

Children make strong progress from their starting points. They gain the knowledge and skills needed for their next stages of learning because experiences reflect their interests and stages of development. Parents and the childminder describe how children have grown in confidence since joining the setting. Children communicate increasingly confidently with adults and their peers. They build their vocabulary through conversations, stories and everyday experiences and develop increasing confidence in expressing their ideas and needs.

p.2

Achievement Strong standard

Children show enthusiasm and enjoyment as they take part in familiar stories, songs and group experiences. They eagerly join in with repeated phrases, actions and discussions alongside adults and other children. These experiences help children strengthen their listening, communication and social skills. Children increasingly respond to questions, share their ideas and engage positively alongside their peers.

p.2

Achievement Strong standard

Children also demonstrate increasing concentration, perseverance and independence during activities and routines. They confidently make choices, explore resources independently and show pride in their achievements. As a result, children develop confidence, curiosity and positive attitudes towards learning and are well prepared for their future learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm and purposeful environment where children clearly understand behaviour expectations. She models kindness, respect and patience consistently. Children respond well to this and behave calmly and cooperatively throughout the day. Clear and predictable routines help children to feel secure and understand what will happen next. Children move confidently between activities because routines are well established and adults provide sensitive support when needed.

p.2

Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder, her assistants and children are warm and responsive. Children approach adults readily for reassurance, comfort or support. The childminder responds quickly and calmly to children's emotional needs. For example, children who require additional reassurance are supported through familiar comfort items, consistent routines and sensitive interactions. Children learn to cooperate, take turns and share resources with adult guidance. They develop increasing confidence in managing small frustrations and understanding simple boundaries.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's attitudes to learning through well-established routines and positive encouragement. Children show high levels of engagement during stories, group activities and play experiences. They listen, join in and remain focused because adults provide clear expectations and consistent support. When children need help to regulate their emotions, adults provide reassurance and encouragement, enabling them to settle and participate confidently. The childminder works closely with families to establish routines that support attendance and readiness to learn. She communicates regularly with parents and carers about children's routines and wellbeing. This shared approach helps children attend consistently and settle quickly at the start of the day. As a result, children demonstrate positive attitudes to learning. They participate willingly, try new experiences and show enjoyment in their play.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children feel safe, supported and valued, which helps them thrive socially and emotionally.

p.3

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of daily practice. She and her assistants know children's individual care needs well and respond promptly when children need comfort, reassurance or support. Babies and younger children form secure attachments because adults respond sensitively to their cues, provide reassurance and maintain familiar routines. Children settle quickly and show confidence in seeking help and support when needed.

p.3

Children's welfare and wellbeing Strong standard

The childminder promotes healthy routines consistently throughout the day. Children practise good hygiene, such as handwashing before meals and after play. They enjoy nutritious meals, snacks and drinks and develop positive attitudes towards healthy eating. The childminder also promotes good oral health. Children have access to individual toothbrushes and oral health resources and learn about healthy choices through everyday routines and discussions. The childminder supports children's emotional wellbeing through calm interactions and sensitive responses to their needs, helping children feel secure and valued.

p.3

Children's welfare and wellbeing Strong standard

The childminder manages children's care routines carefully to meet their individual needs. She follows agreed feeding, sleeping and personal care routines and works closely with parents to ensure continuity of care. She demonstrates a secure understanding of children's dietary requirements and allergies and takes appropriate steps to ensure children eat safely. The childminder maintains high standards of health and safety through regular checks of the environment, equipment, resources and outings. Children benefit from a safe, clean and well-organised setting that allows them to explore confidently.

p.3

Children's welfare and wellbeing Strong standard

The childminder works closely with parents to understand children's routines, comfort needs and health requirements. Children also benefit from regular opportunities to be physically active through outdoor play and visits within the local community. As a result, children feel safe, emotionally secure and well cared for. This strong focus on welfare and wellbeing provides children with secure foundations that support their learning and development.

p.3

Curriculum and teaching Strong standard

The childminder provides a rich and engaging curriculum that reflects children's interests while supporting their development across the areas of learning within the early years foundation stage. She understands how young children learn and plans experiences that build on what children already know and can do. Her priorities include developing children's communication, confidence, independence and sociability. Observations and ongoing assessment help the childminder identify children's next steps and plan experiences that support their continued development. As a result, children build securely and consistently on their existing knowledge and skills over time. Interactions are engaging and purposeful and build on children's interests and developmental stages. The childminder observes children carefully and adapts activities to extend their involvement and learning. For example, children eagerly explored play dough

p.3

Curriculum and teaching Strong standard

using a range of tools and resources. The childminder encouraged children to talk about what they were doing, compare sizes and shapes and solve simple problems as they played. These experiences help children develop communication, early mathematical understanding and physical skills through meaningful play. Children remain engaged and confidently explore their own ideas.

p.4

Curriculum and teaching Strong standard

Children's communication and language develop through engaging and interactive experiences throughout the day. The childminder and assistants talk with children during activities, routines and play experiences and encourage them to share their ideas and experiences. During story times, children eagerly join in with familiar parts of stories, identify pictures and respond to questions. These experiences help children strengthen their vocabulary, listening skills and confidence in communicating with adults and peers.

p.4

Curriculum and teaching Strong standard

Children also benefit from opportunities to explore the wider world through regular visits within the local community. Visits to parks, libraries, shops, soft-play facilities and community events help children develop their understanding of the world around them and apply their learning in meaningful ways. The childminder works closely with families to help ensure continuity in children's learning between home and the setting.

p.4

Inclusion Strong standard

The childminder creates an inclusive culture where every child feels valued and supported. She observes children closely and works with families to understand children's starting points and needs. This helps her identify barriers to children's learning or wellbeing promptly.

p.4

Inclusion Strong standard

The childminder uses a graduated approach to support children's development. She trains and coaches her assistants to observe, assess, plan and review children's progress. The childminder understands how to adapt support before concerns escalate.

p.4

Inclusion Strong standard

The childminder provides ongoing guidance to her assistants on recognising children's emerging needs. For example, they simplify language and adjust routines for individual children. These adaptations help children to remain confident and fully involved.

p.4

Inclusion Strong standard

The childminder works closely with parents and carers to shape support. She shares observations, next steps and practical strategies that families can use at home. This ensures consistency between home and the setting. When needed, the childminder engages with external professionals. She seeks advice from local authority development leads and health visitors. This strengthens support and ensures children receive timely, appropriate intervention.

p.4

Inclusion Strong standard

The childminder reviews children's progress regularly with her assistants. Overall, these discussions ensure that everyone understands how to support each child effectively. Children make steady progress and feel a strong sense of belonging.

p.4

Inclusion Strong standard

Although the setting does not currently receive early years pupil premium funding, the childminder shows secure knowledge of how to reduce barriers to children's learning and/or wellbeing if needed. Her inclusive practice supports all children to access learning and routines successfully.

p.4

Leadership and governance Strong standard

The childminder demonstrates thoughtful and reflective leadership. She is committed to providing high-quality care and education. The childminder reflects regularly on children's experiences, interests and stages of development. She adapts the provision to help meet children's changing needs effectively. This supports children to remain engaged, confident and motivated in their learning.

p.5

Leadership and governance Strong standard

The childminder works closely alongside her assistants to help ensure children receive consistent care, support and learning experiences throughout the day. Regular discussions take place regarding children's progress, wellbeing and individual needs. The childminder supports her assistants appropriately in their role. This helps create a calm and consistent approach across daily experiences and interactions.

p.5

Leadership and governance Strong standard

The childminder also considers workload and wellbeing within the setting. She maintains regular communication with her assistants and adapts experiences where needed to help ensure the day runs smoothly for children and adults.

p.5

Leadership and governance Strong standard

Partnership working with parents and carers is positive and supportive. The childminder communicates regularly with families about children's experiences, wellbeing and development. Parents report that their children are happy, settled and excited to attend. They describe the childminder as warm, approachable and supportive. They appreciate the regular communication they receive regarding their children's care and development.

p.5

Leadership and governance Strong standard

The childminder also monitors children's attendance carefully and works closely with families to help maintain consistency for children. Through reflective practice and close partnerships, the childminder ensures the setting continues to meet children's individual needs effectively.

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

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

Children feel safe, welcomed and valued from the moment they arrive. They form secure and trusting relationships with the childminder and her assistants, who know them well and respond sensitively to their individual needs. Children settle quickly and move confidently around the setting, choosing activities that interest them and seeking support from familiar adults when needed. The childminder provides reassurance and comfort when children require it, helping them to feel emotionally secure and develop confidence in themselves and others. Families are warmly welcomed into the setting, and positive relationships between home and the childminder help children feel a strong sense of belonging.

p.6

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

Children enjoy their time at the setting and participate enthusiastically in a range of experiences. They join in with stories, songs and conversations and show curiosity about the world around them. Children eagerly take part in singing sessions, where they laugh, dance and proudly choose favourite songs for the group to sing together. They enjoy sharing these experiences with their friends and familiar adults and are keen to join in. Children are encouraged to make choices, explore their interests and develop increasing independence through daily routines and play. They demonstrate positive attitudes towards learning and enjoy sharing their ideas and experiences with adults and other children.

p.6

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

Children develop strong social skills. They learn to share, take turns and show consideration for others through warm interactions and clear expectations. The childminder helps children recognise and talk about their feelings and supports them to build positive relationships. As a result, children are kind, cooperative and increasingly confident when interacting with others.

p.6

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

Children benefit from an inclusive environment where their individual needs, interests and circumstances are understood and valued. Strong partnerships between the childminder, assistants and parents help to provide consistent support and contribute to children's wellbeing and development. Children develop confidence, skills and resilience over time and are well prepared for their future learning.

p.6

Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating transformational impact on the outcomes and experiences of children, including those who may face barriers to their learning and/or wellbeing.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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 carers 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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.9