Yaseen, Misbah

Childminder

Unique reference number (URN): 2796743 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 secure progress from their individual starting points. They develop the knowledge and skills they need across the curriculum and are generally well-prepared for the next stage in their learning.

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Achievement Expected standard

Children develop secure communication and language skills through conversations, stories, songs and imaginative play. They become increasingly confident in expressing their ideas, joining in with familiar rhymes and talking about their experiences. Children build early mathematical understanding as they count, compare, recognise shapes and use mathematical language during everyday play and routines. They develop a growing understanding of healthy lifestyles, oral health and the world around them through meaningful first-hand experiences.

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Achievement Expected standard

Children become increasingly independent in managing everyday tasks. They confidently follow routines, wash their hands, use tools with increasing control and develop the self-care skills that support their physical development and wellbeing. Children show curiosity, engage well in play and are developing the confidence and resilience needed for future learning. They typically develop the age-appropriate knowledge, skills and attitudes that prepare them well for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and show that they feel safe, secure and emotionally settled. Warm, trusting relationships help them to separate confidently from their parents and engage positively in the experiences provided. Children respond well to consistent expectations and gentle guidance, developing increasing independence as they follow familiar routines, manage personal care tasks and move confidently between activities.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to recognise and express their feelings through everyday conversations, stories and play. They learn to take turns, share resources and treat others with kindness and respect. Consistent approaches between home and the setting help children understand what is expected of them and supports their positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children approach learning with confidence and enthusiasm. They listen attentively during stories and songs, persevere with practical activities and willingly try new experiences. Children generally develop positive attitudes towards learning and benefit from predictable routines that promote their confidence, emotional security and growing independence.

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Children's welfare and wellbeing Expected standard

Children's welfare is promoted effectively because they receive warm, responsive care in a safe and nurturing environment. The childminder knows children well and works closely with parents to understand their routines, health needs and individual preferences. Children settle quickly, develop secure emotional attachments and feel safe, valued and confident. Children develop a growing understanding of how to keep themselves healthy. Daily routines help them learn about handwashing, oral hygiene, healthy eating and the importance of drinking water regularly. Mealtimes are calm, sociable and supervised appropriately, supporting children's safety and wellbeing. The childminder gathers detailed information about children's medical and dietary needs before they start and implements appropriate procedures to manage these safely, helping to ensure children's health needs are consistently met.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is given high priority. They receive reassurance and encouragement when needed and are supported to recognise and talk about their feelings through everyday interactions. Children are encouraged to make choices, manage age- appropriate self-care tasks and develop increasing confidence in their own abilities. Effective partnerships with parents provide continuity of care and help ensure children's individual needs continue to be met. As a result, children benefit from a caring, consistent environment where their health, wellbeing and emotional security are promoted effectively, enabling them to feel safe, happy and ready to learn.

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Curriculum and teaching Expected standard

The childminder has established a clear curriculum that places communication and language, personal development and growing independence at its heart. She gathers detailed information from parents about children's interests and starting points, and uses this to plan experiences that help children develop the essential knowledge and skills they need. Daily routines are used purposefully to promote communication, physical development and healthy lifestyles. Children typically benefit from regular opportunities to enjoy books, songs, imaginative play and practical activities that encourage confidence, curiosity and active participation in learning.

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Curriculum and teaching Expected standard

The childminder introduces new vocabulary naturally through play and everyday experiences. She helps children develop early mathematical understanding and make sense of the world through conversations about healthy eating, emotions, animals and personal care. She also revisits learning in response to information shared by parents, helping children consolidate important knowledge and skills between home and the setting. Teaching is generally effective and supports children to make secure progress from their starting points. Opportunities to extend children's thinking, language and problem-solving are developing. At times, adults over-direct children's play rather than making greater use of children's ideas and interests.

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Inclusion Expected standard

The childminder is committed to ensuring every child is welcomed, valued and included. She gets to know children well and uses observations, assessment and discussions with parents to build an accurate understanding of their individual needs, interests and stages of development. She identifies any emerging concerns promptly and works with parents and, where appropriate, other professionals to help children access the support they need. Although there are currently no children with identified special educational needs and/or disabilities attending, she is well prepared to meet a range of additional needs and continues to strengthen her knowledge through relevant professional development. The childminder recognises that children begin from different starting points. She adapts resources, experiences and the level of support provided so that all children can participate, achieve and make progress. She works closely with parents to understand children's

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Inclusion Expected standard

backgrounds, interests and family circumstances, helping to remove barriers to learning and promote children's wellbeing. She also understands how additional funding can be used to support children's individual needs where appropriate.

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Inclusion Expected standard

The childminder values children's home languages, cultures and family backgrounds. She works in partnership with parents, other settings and, where appropriate, other professionals, to promote continuity in children's learning and support smooth transitions. As a result, children are cared for in an inclusive environment where they are respected as individuals, feel that they belong and are supported to make progress from their starting points.

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Leadership and governance Expected standard

The childminder has an accurate understanding of the strengths of her provision and the areas she wishes to develop further. Following the previous regulatory action, she reflected carefully on the circumstances that led to the incident and strengthened the way outings are planned, risk assessed and supervised. Inspection evidence demonstrates that these improvements are securely embedded in day-to-day practice and have strengthened arrangements for keeping children safe. This reflects her commitment to learning from experience and making sustained improvements.

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Leadership and governance Expected standard

The childminder maintains the knowledge and skills needed to meet the safeguarding and welfare requirements through ongoing professional development. She keeps mandatory training up to date and has accurately identified extending her knowledge of supporting children with special educational needs and/or disabilities as a priority. The childminder has already taken steps to access specialist training to strengthen her practice further and improve outcomes for children.

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Leadership and governance Expected standard

Suitable arrangements are in place to ensure assistants understand their roles and responsibilities and remain suitable to work with children. Regular discussion, observation and feedback help promote consistent practice and maintain a shared understanding of safeguarding and children's welfare. Parents speak highly of the care, communication and flexibility the childminder provides, reflecting the positive relationships she has established with families.

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Leadership and governance Expected standard

The childminder typically leads her provision effectively. She reflects on practice, responds positively to feedback and takes timely action to strengthen the quality of care and education that children receive.

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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 arrive happily and settle quickly because they feel safe, secure and valued. Warm, trusting relationships help them to develop confidence and emotional security. Familiar routines support children to become increasingly independent as they wash their hands, manage simple self-care tasks and develop the skills they need for the next stage in their learning.

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

Children enjoy a wide range of interesting experiences that reflect their interests and encourage them to explore, investigate and be curious. They become deeply involved in

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About this setting

Type: Childminder imaginative play, discover early mathematical ideas through practical activities and eagerly join in with stories, songs and music. Children particularly enjoy singing familiar nursery rhymes while music is played on the guitar, enthusiastically joining in with actions and repeated refrains. Everyday routines help children learn about healthy lifestyles, caring for their teeth and keeping themselves safe.

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About this setting

Children confidently share their ideas, experiences and feelings with adults who know them well. They enjoy conversations about their families, healthy foods and the world around them, helping them to develop their language, confidence and understanding.

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About this setting

Children benefit from effective partnerships between home and the setting. Regular communication helps provide consistency in children's care and learning, enabling them to make continued progress from their individual starting points. As a result, children are happy, confident learners who develop the independence, communication skills and emotional security that prepare them well for the future.

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Next steps

The childminder should strengthen the quality of teaching so that children's language, thinking and problem-solving skills are consistently extended during interactions and play. The childminder should ensure children have sustained opportunities to lead and develop their own play so they can deepen their learning, curiosity and independence.

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About this inspection

The inspector spoke with the childminder, her assistant 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. Registration date: 12/02/2025

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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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

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 .

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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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