Ghorbani, Paige

Childminder

Unique reference number (URN): 2825306 Registered with Ofsted: 12/02/2025 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 make positive progress in all areas of learning. They regularly access the outdoors, where they develop their larger muscles. They learn to climb up steps on a slide, ride toy cars and balance on outdoor equipment. Children develop healthy habits towards exercise. Additionally, they develop their smaller muscles well to prepare them for future independence and develop skills for school. For example, children enjoy scooping different- coloured rice and pouring water using jugs. They explore mark making in different ways on a chalkboard and on the floor. Children build towers, discovering different colours, shapes and how to balance.

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Achievement Expected standard

Children enjoy listening to nursery rhymes and joining in with some actions and words. They listen to stories and access books independently, looking at the pictures and turning the pages. Children learn the names of different foods during snack times and through growing vegetables at the childminder's home. They develop an understanding of the world around them.

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Behaviour, attitudes and establishing routines Expected standard

In the short time the childminder has been providing care and education, routines have been established and put in place. Children know when they come indoors that it is time for lunch and help to get it ready. At nap time, they know to lie on a flat mat to sleep. Children also know how to wash their hands and sit when eating. The childminder supports children during intimate care routines. She narrates what she is doing to reduce anxiety and ensures privacy from other peers.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children listen and follow the rules set out by the childminder. When the childminder gently reinforces the rules, she explains to children how to keep themselves safe. The childminder demonstrates kindness and respect to support positive relationships. Children learn to take turns using toys. The childminder states whose turn it is and encourages children to play with different resources while waiting. Children build positive bonds with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children develop their independence skills. The childminder encourages and models how to self-feed, and children respond positively. Children learn to take responsibility as the childminder encourages children to wipe the tables clean after mealtimes. The childminder also encourages children to have a go and models how to achieve tasks. For example, when she shows children how to put on shoes, they copy. Children develop positive attitudes to learning. The childminder also regularly monitors children's attendance and follows appropriate procedures to follow up unexplained absences. This helps ensure that children are safe.

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Children's welfare and wellbeing Expected standard

Typically, the childminder helps children to learn about personal safety. For example, she gently warns children about the potential outcome of not sitting when going down the slide. The childminder talks about sun safety when preparing children to go outdoors. Children learn how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy eating. She shares policies with parents and offers children healthy choices first at mealtimes. Children develop healthy habits. They enjoy picking vegetables from the childminder's greenhouse to have as snacks with their peers. Children try different foods, developing their palette. The childminder also adapts her teaching and plans activities to promote positive hygiene practices. For instance, she adapts handwashing using wipes, and she plans water activities within the provision to help young children become more familiar when showing signs of anxiety.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to implement consistent strategies while also sharing her knowledge and advice regarding mealtimes. She offers flexible settling-in sessions to get to know the children well and implements toys of interest to help them feel comfortable in her home.

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Curriculum and teaching Expected standard

The childminder plans a high-quality curriculum, focusing on communication and language development. She narrates children's play, asks questions to promote back-and-forth conversations and introduces new words to broaden children's vocabulary. Typically, the childminder adapts her interactions to support children with special educational needs and/or disabilities, through using simple instructions and guiding them to what they can do with a resource. However, from time to time, the childminder does not consistently use age- and stage-appropriate language to support children's language skills further.

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Curriculum and teaching Expected standard

The childminder teaches children how vegetables grow and how to look after them in her greenhouse. She also provides plenty of opportunities for children to build their small- muscle skills by using a variety of resources to scoop, tip and pour. She also follows children's lead while building on their knowledge, skills and understanding. For example, when children show an interest in mark making using chalk, the childminder narrates language alongside them, such as identifying colours. Through play and routines, the childminder develops children's mathematical understanding. For example, she counts as children climb the steps of a slide and asks children how many pieces of apple there are.

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Inclusion Expected standard

The childminder gathers information from parents and carers and gets to know children well. She uses this information to accurately identify and assess children's next steps in learning. Typically, the childminder puts in place appropriate support to reduce gaps in children's learning. For example, she proactively implements resources to support the language development of children with special educational needs and/or disabilities. The childminder also provides specific books in English and children's home languages to support language development. The childminder is knowledgeable in how to source additional funding for eligible children and knows how to use it to support their needs.

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Inclusion Expected standard

Children on roll at the time of the inspection had not been attending the setting for long but had settled well into the childminder's care. The childminder puts in place strategies to support children to confidently access her home. For instance, she uses home comforters to help during times of transition. She also works well with parents, sharing advice on supporting children to self-feed and to sit while eating. The childminder offers flexible settling-in sessions to meet the needs of children in ensuring that they feel safe and comfortable before they attend.

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Leadership and governance Expected standard

The childminder knows her strengths and some areas for development. She works closely with other local childminders to gain advice and knowledge to support her in improving the quality of care and education she provides. Recently, the childminder has followed appropriate procedures to enrol assistants to work alongside her to ensure that they are suitable and knowledgeable to support children's needs and development. She also attends mandatory training and ensures that she is up to date with any changes to the early years foundation stage. This supports keeping children safe. However, the childminder is yet to instil a culture of continuous professional development to embed high-quality teaching.

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Leadership and governance Expected standard

The childminder works well with parents and carers, sharing information on what children are learning next to support possible home learning. Parents comment on how proactive the childminder's support has been in the short length of time their child has been attending, such as implementing resources to support their children's communication and language skills. The childminder knows how to share information about children's learning and any concerns with schools and other settings that children attend. This supports continuity in care and education. The childminder understands that she needs to work with outside agencies to support children with special educational needs and/or disabilities to put in place consistent strategies and advice to help their development.

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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 happily arrive at the childminder's home, where they confidently access a range of toys and resources. When children request toys of interest, the childminder is responsive. Children settle quickly into the childminder's care. They build positive bonds with the childminder, where they are reassured and supported through times of transition. For example, the childminder implements home comforters to help children separate from their parents and carers at drop-off times. The childminder monitors attendance and follows up any unexplained absences appropriately to keep children safe.

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

Children's interests are implemented into the provision to help them engage and sustain attention. The childminder gathers information from parents and uses her own observations to get to know the children. Children feel a real sense of belonging, where their uniqueness is valued. For example, the childminder uses children's home language alongside English during some interactions and plans celebrations based on the children in her care. Children's needs are swiftly identified, where the childminder implements adaptations to support them, particularly children with special educational needs and/or disabilities (SEND). For example, she uses pictures to support children to name their feelings. Children develop their emotional understanding. The childminder also uses communication boards to support children with SEND to build on their language skills.

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

Children actively engage with the childminder and enthusiastically join in with planned activities. They develop positive social skills, where the childminder encourages children to take turns with toys and to work as a team to tidy up. Additionally, the childminder plans trips out into the community to further support children to socialise. Children also develop their independence skills. For example, the childminder models and encourages children to have a go at getting dressed after nappy changes. This also helps children to manage their personal needs more independently.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 19:00

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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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Next steps

The childminder should consistently adapt her language to meet children's needs and support them in making even better progress in their communication and language. The childminder should put in place a culture of continuous professional development to embed high-quality teaching.

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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. This data is from 30 July 2026

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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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