Abdo, Farhiya Munye

Childminder

Unique reference number (URN): 2818451 Registered with Ofsted: 08/01/2025 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 progress from their individual starting points. They typically develop the knowledge and skills needed for their next stage of learning. Children develop increasing confidence in expressing themselves. For example, they choose which song they want to sing next at group time. Children who speak English as an additional language are making progress in communication skills, while also continuing to use their home language. Children develop their physical skills through a range of activities that build coordination, strength and control. For example, they copy large and small movements to make marks on a chalk board. This builds up the strength needed for early writing skills. Babies are supported to develop key milestones, such as crawling and pulling themselves to stand. Children also develop increasing independence in self-care. For example, they put their own tissues in the bin after washing their hands. Children use their imagination well during play. They create

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Achievement Expected standard

pizzas using play dough, rolling and cutting shapes to represent different toppings. They also enjoy pretending to cook in the role-play kitchen and work together with adults to build tracks for cars. These experiences help children develop their creativity, imagination and ability to play cooperatively with others.

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Behaviour, attitudes and establishing routines Expected standard

Children typically demonstrate positive attitudes when engaged in activities that interest them. They enjoy exploring play dough, small-world play and fun outdoor experiences together. Children are developing independence within routines. For example, they know when it is time to wash their hands. They take responsibility for small tasks, such as cleaning the table after eating. The childminder recognises the importance of supporting children to develop their self-regulation and follow instructions. While expectations are in place, these are not always reinforced consistently. This means that children do not always know how to manage their own feelings and behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established positive relationships with children and their families. Attendance procedures are effective. Parents understand the need to communicate absences in advance. However, the childminder is not confident in her approaches to anticipating unexplained absences or punctuality issues. This does not support families and children in developing consistent routines in preparation for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

Children feel secure and develop warm relationships with adults and each other. They enjoy spending time together and play collaboratively with the resources on offer. The childminder models kindness, care and respect, and supports children to resolve disagreements. For example, when children struggle to share, she reminds them that 'sharing is caring' and calmly supports them to resolve the situation.

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Children's welfare and wellbeing Expected standard

The childminder provides a caring and supportive environment for children. She has established effective routines that promote children's health, safety and independence. She provides healthy food options, such as fruit salad and vegetable pasta. Children are encouraged to wash their hands before and after eating. During snack time, children are encouraged to choose from a selection of food from sharing boards. Older children drink from cups, while younger children are encouraged to independently open the straw lids on their water bottles. Adults model good manners, which is reflected in the respectful relationships between everyone.

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Children's welfare and wellbeing Expected standard

The childminder is mindful of children's physical health and wellbeing. She operates a nut- free setting and provides separate cups and plates for children with allergies. She has supported families to access and register with a dentist and is continuing to develop her knowledge of oral health. She plans to introduce further opportunities for children to learn about caring for their teeth, such as toothbrushing after meals.

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Children's welfare and wellbeing Expected standard

Children develop secure relationships with the adults caring for them and feel safe and valued in the setting. Parents comment on how quickly children settle in and how much they enjoy attending. Children are supported to develop their emotional wellbeing and understand expectations in the setting. However, these expectations are not yet consistently reinforced. This means children do not always follow routines independently, such as during tidy-up time. The childminder celebrates children's achievements and encourages their confidence. For example, she gives children a 'high five' when they complete something they are proud of.

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Curriculum and teaching Expected standard

The curriculum is ambitious and inclusive for all children. The childminder uses assessment effectively to identify and plan for children's next steps and individual needs. She uses guidance such as 'Development Matters' to support curriculum design. Expectations for children's learning and behaviour are typically high. However, these are not yet applied consistently during everyday routines. As a result, children do not always remain engaged, follow instructions or consistently show positive attitudes to learning. The childminder regularly reflects on her provision. She has identified clear priorities to further strengthen her practice.

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Curriculum and teaching Expected standard

Teaching typically provides children with a broad range of experiences across all areas of learning. Children benefit from regular opportunities to develop their mathematical understanding. The childminder and her assistant model counting, encouraging children to count the number of shapes they have made in the play dough. Children enjoy daily stories, access a reading area and join in with singing. The childminder also has plans to visit the local library. This promotes communication and language skills and a love of books. The outdoor environment provides a wide range of opportunities to develop children's physical skills. For example, children dig in the sand, pour water between containers and climb on and use large play equipment.

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Inclusion Expected standard

The childminder has a secure understanding of how to identify children's individual needs and reduce barriers to their learning and wellbeing. She knows the children well and typically uses her knowledge of their interests and stages of development to plan for the next steps in their learning. Although she has not yet cared for children with special educational needs and/or disabilities (SEND) or those who are known to children's social care, she demonstrates a suitable understanding of how she would support these children. She has completed relevant training and plans on further professional development to strengthen her knowledge of children with SEND. She can explain how she would identify emerging concerns and seek further advice where required.

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Inclusion Expected standard

The childminder understands how to use additional funding to support disadvantaged children. She has previously used funding purposefully to meet children's individual needs and enhance their learning. For example, she has purchased books and physical development equipment.

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Inclusion Expected standard

The childminder supports children who face barriers to learning, including those who speak English as an additional language. She works closely with parents and uses children's home language, where possible, alongside English to develop children's communication and understanding. She has purchased books to share with children that celebrate their culture and religions, helping them to feel included and safe.

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Leadership and governance Expected standard

The childminder reflects carefully on her provision. She evaluates what children have enjoyed, the impact on their learning and where further improvements can be made. She identifies general priorities for the year ahead and plans thoughtfully for the continued development of the setting.

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Leadership and governance Expected standard

The childminder works effectively alongside her assistant and provides appropriate support and guidance. She has developed a positive working relationship where communication is open and both adults work together effectively to support children's learning and wellbeing. The childminder ensures that the assistant feels valued and encourages them to continue developing their knowledge through professional learning opportunities. She also reflects on her own practice and identifies areas for further professional development. For example, she is further developing her understanding of inclusion for children with special educational needs and/or disabilities so she can be prepared for the future. She has also identified supporting children and their families with oral health as an area for further development.

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Leadership and governance Expected standard

The childminder has a secure understanding of her responsibilities as a leader. She understands key requirements, including safeguarding and safer sleep. She understands how to use early years pupil premium funding to support children who may face barriers to their learning. The childminder recently completed appropriate risk assessments to ensure children remained safe during building work around the setting. She made suitable adaptations so children could continue to access their usual resources.

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Leadership and governance Expected standard

The childminder engages positively with parents and the wider community. She communicates effectively with families and is planning to further enhance her organisation through the use of a communication app. Parents comment on how much they enjoy receiving the daily updates and pictures. The childminder recognises the value of working alongside other childminders and has made links in the local community. This provides opportunities to share ideas and supports continuous improvement. She also plans to increase opportunities for children to access local experiences, such as visits to the library and playgroups.

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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 feel safe and happy at the setting. They settle in quickly and show excitement about the activities on offer, such as play dough and building blocks. They enjoy their learning, supported by adults who are interactive and encouraging in their play. Children benefit from interactions that support their communication and language skills. Children demonstrate their mathematical knowledge through everyday activities, such as counting objects, sorting by colour and size, and matching numbers on activity mats. They are confident and enjoy being independent, celebrating their achievements by saying, 'I did it!'

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About this setting

This helps children to build the skills and confidence they need to be prepared for the next steps in their learning.

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About this setting

Children are included in all aspects of the setting, joining in group activities such as singing, dancing and stories. They have positive relationships with their peers and the adults who care for them. For example, a dancing session ends with a big cuddle from the childminder. Children learn social skills and enjoy each other's company. They are taught to take turns. When sharing becomes difficult, the childminder remains calm and intervenes promptly. She teaches children how to treat one another with kindness. This helps to reduce barriers to their learning and wellbeing.

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About this setting

Children and their families are warmly welcomed at the setting. This promotes a sense of community and promotes attendance. Children's individual needs are understood by both the childminder and her assistant. This means children are typically working on their next steps. The childminder and her assistant work well together to create a calm and harmonious environment. Each child's uniqueness is valued, and every child is supported to flourish.

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Next steps

The childminder should strengthen procedures to proactively anticipate and identify potential barriers to attendance and punctuality so that children and families can be supported to establish positive routines in preparation for their transition to school. The childminder should strengthen the teaching and reinforcement of behaviour expectations so that children increasingly manage their own feelings and behaviour, follow instructions consistently and continue to develop positive attitudes to learning.

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About this inspection

The inspector spoke with the childminder, assistant, 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. Unique reference number (URN): 2818451

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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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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