Zax, Zisi

Childminder

Unique reference number (URN): 2807747 Registered with Ofsted: 30/10/2024 Registers: EYR

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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 make progress from their starting points. The childminder knows children well and uses her observations to identify what they know and can do. She uses this information to plan experiences that help children build on their existing skills and knowledge.

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Achievement Expected standard

Children make progress in their communication and language and show growing confidence in expressing themselves during play and everyday interactions. They join in with familiar songs, stories and activities, using words, gestures and increasing vocabulary to communicate and respond to others. Children who speak English as an additional language are supported to develop their understanding and use of language and generally make progress in their communication skills.

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Achievement Expected standard

Children develop an early mathematical understanding through regular opportunities to count, recognise colours and use mathematical language during play. They also develop physical skills through a range of indoor and outdoor experiences. Children show increasing confidence when exploring resources, taking part in activities and interacting with their peers.

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Achievement Expected standard

Overall, children develop the skills and knowledge they need for their next stage of learning and are generally well prepared for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what happens during the day through calm and consistent routines. She provides clear guidance during play and everyday activities and uses praise and encouragement to promote positive behaviour. Children generally respond well to this approach and show a willingness to join in with activities and cooperate during routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model. She speaks respectfully and uses clear language to support children's understanding. Children are supported to share, take turns and consider the needs of others during play. They generally respond positively to reminders and are beginning to manage minor disagreements with support.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and punctuality. This helps children settle into familiar routines and benefit from the experiences and opportunities available to them. Children are generally confident in the setting and respond positively to transitions throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children sensitively when they need reassurance or encouragement. This helps them feel emotionally secure and develop positive relationships with others.

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Behaviour, attitudes and establishing routines Expected standard

However, opportunities to further develop children's independence within daily routines are not always fully supported. At times, children rely on adults to make choices or complete simple tasks during routines. As a result, children do not consistently develop their independence during everyday routines.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through calm, consistent routines and responsive care. The childminder takes time to understand children's individual needs and works closely with parents to ensure care is tailored appropriately. This helps children to feel safe, secure and emotionally supported.

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Children's welfare and wellbeing Expected standard

Children benefit from routines that support hygiene, handwashing and safe eating. The childminder supervises children closely and helps them to understand how to keep themselves safe during daily activities and routines. She works with parents to promote healthy lifestyles and support children's wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder promotes oral health through activities, discussions and resources that help children become familiar with healthy habits. Children learn about the importance of brushing their teeth and visiting the dentist, supporting their understanding of how to look after themselves.

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Children's welfare and wellbeing Expected standard

Children's privacy and dignity are respected during personal care routines. The childminder follows appropriate hygiene procedures and ensures that children feel comfortable and supported.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to be physically active. They enjoy indoor and outdoor experiences, including visits to local parks and community spaces, which help to support their physical development and confidence.

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Children's welfare and wellbeing Expected standard

Overall, children feel safe, comfortable and well cared for in an environment that supports their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder typically plans a curriculum that reflects children's interests, starting points and next steps in learning. She uses observations and her knowledge of children to identify what they need to learn next. The curriculum focuses on supporting communication and language, physical development and personal, social and emotional development through a range of play-based experiences and everyday routines. The childminder adapts the curriculum to meet children's individual needs so all children can participate fully in learning.

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Curriculum and teaching Expected standard

The childminder supports learning by joining children's play, modelling language and introducing new vocabulary. Children benefit from a range of experiences, including songs, stories, creative activities and sensory play. For example, during a themed fishing activity, children practise counting, identify colours and develop their coordination as they attempt to catch fish using rods and containers. The childminder uses themes and children's interests to help them revisit and build on their learning through different experiences.

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Curriculum and teaching Expected standard

Children benefit from opportunities to play indoors and outdoors and regularly access their local community. These experiences help to support their confidence, physical development

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Needs attention

and understanding of the world around them. The childminder generally engages children well in activities and adapts experiences according to their age and stage of development.

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Needs attention

However, children are not always fully supported to remain engaged in activities for longer periods. As a result, they do not consistently deepen their learning during play and everyday routines.

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Inclusion Expected standard

The childminder works closely with families from the start. This helps her to gain a good understanding of children's individual needs, interests and starting points. She gathers information from parents and uses this to help children settle and feel included. Children are welcomed into the setting and develop positive relationships with the childminder.

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Inclusion Expected standard

The childminder supports children who speak English as an additional language well. She uses a range of strategies, including visual prompts, repetition, songs, stories and the use of children's home language alongside English. These approaches help children to understand routines, develop their communication skills and participate confidently in activities alongside their peers.

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Inclusion Expected standard

The childminder uses observations and ongoing assessment to monitor children's progress and identify their next steps in learning. She works closely with parents to share information and ensure a consistent approach to supporting children's development. Children are generally confident, settled and engaged in the experiences available to them.

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Inclusion Expected standard

The childminder demonstrates a developing understanding of how to support children with special educational needs and/or disabilities (SEND). She has accessed relevant training and has a range of resources available, such as sensory materials and books to support children's behaviour and emotional wellbeing. She understands how to access advice and guidance from external agencies and relevant professionals when required to support children with SEND.

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Leadership and governance Needs attention

Although the childminder did not notify Ofsted that assistants are working in the setting, she demonstrates a good understanding of the statutory requirements. This includes completing robust suitability checks to help ensure that adults working with children are suitable. The childminder is in the process of registering assistants to meet the requirements.

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Leadership and governance Needs attention

The childminder demonstrates a developing understanding of how she will support children who may face barriers to learning or wellbeing, including children with special educational needs and/or disabilities (SEND). She has accessed relevant training and understands how to access advice and guidance from external agencies and relevant professionals when required to support children with SEND. The childminder demonstrates a good understanding of how to plan a range of activities for children and monitors their development through ongoing observations and assessments. She works closely with parents to share information about children's care, learning and development.

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Leadership and governance Needs attention

The childminder has effective arrangements to promote children's safety and welfare. She has a sound understanding of the procedures to follow if she has concerns about a child's welfare. Risk assessments help her to identify and minimise potential hazards within the setting.

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Leadership and governance Needs attention

The childminder reflects on her practice and is committed to keeping her knowledge and skills up to date. She considers staff wellbeing and workload to help ensure assistants feel supported in their roles. For example, she has completed training to strengthen her understanding of supporting children's communication and language development. She is committed to continuing her professional development to improve outcomes for children.

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

Children typically arrive happy and separate from their parents with confidence. They are warmly welcomed by the childminder and quickly become engaged in play and learning. The childminder provides a range of experiences that support children's communication, physical development and confidence. Children enjoy opportunities to play indoors and outdoors with regular visits to local parks and community spaces. They also take part in familiar songs and stories, joining in with actions and responding enthusiastically to activities that capture their interest. Children generally show enjoyment in their play and are motivated to explore the activities available to them.

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

The childminder forms positive relationships with children and knows them well. She works closely with families to understand children's individual needs and interests. Children demonstrate that they feel safe and secure. They confidently explore their surroundings, seek reassurance from the childminder when needed and enjoy spending time with their friends. For example, younger children readily seek comfort from the childminder and settle quickly following reassurance. Children who speak English as an additional language are supported to develop confidence in communicating and feel included and valued.

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

Children generally behave well and are supported to learn how to share, take turns and consider the needs of others. They are familiar with daily routines and respond positively to gentle reminders. Children access a range of resources and experiences that support their learning and development.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:30 Partnerships with parents are positive. The childminder shares information about children's care and learning and works closely with families to support children's ongoing development. She encourages regular attendance so that children can benefit from the experiences and opportunities available.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

ensure up-to-date knowledge of the statutory requirements of the early years register 17/06/2026

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About this inspection

The inspector spoke with the childminder, assistant, parents and carers 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. Local authority: Hackney

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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. 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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