Mousa, Mohamed Khaled Ashour Ahmed

Childminder

Unique reference number (URN): 2805168 Registered with Ofsted: 23/10/2024 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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Behaviour, attitudes and establishing routines Expected standard

Children understand the routines and expectations of the setting and behave well. They cooperate with one another, share resources and engage positively during group activities. Children complete large alphabet puzzles together, take turns to find matching pieces and encourage one another as they work towards completing the puzzle. They remain engaged during activities and willingly share their completed work with the childminder and their friends.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder and with one another. They communicate confidently during activities, listen to others and respond positively to praise and encouragement. During magic water painting activities, children share pens, wait for their turn and show interest in one another's pictures as the hidden images appear. They talk together about what they can see, enjoy completing activities alongside their friends and willingly help tidy away resources before moving on to the next activity.

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Behaviour, attitudes and establishing routines Expected standard

Children follow familiar routines throughout the day and understand what is expected of them. Children attend regularly, helping them feel settled, secure and ready to learn. Familiar routines, positive relationships and consistent expectations support children's confidence, sense of belonging and enjoyment of their time at the setting.

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Achievement Needs attention

Children do not consistently achieve as well as they can from their individual starting points. They have limited opportunities to demonstrate and build on their developing independence, confidence and physical skills through self-chosen play. Younger children have few opportunities to explore their environment independently or extend these skills through meaningful play experiences appropriate for their stage of development.

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Achievement Needs attention

Older children demonstrate age-appropriate knowledge during planned activities. They recognise letters as they complete alphabet puzzles. Children follow simple instructions during music and movement sessions and use stencil activities to strengthen their hand control and coordination. They participate alongside other children and apply early literacy, mathematical and personal, social and emotional skills through the activities they take part in. While older children demonstrate the knowledge and skills expected for their age during these activities, younger children have few opportunities to develop and build on the skills expected for their stage of development.

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Children's welfare and wellbeing Needs attention

The childminder does not consistently meet children's welfare and wellbeing needs through everyday practice. Daily routines do not consistently promote children's independence or help them learn to manage age-appropriate risks safely. Opportunities to reinforce safe practices during children's everyday play and routines, including when children engage in physical play while eating, are not always recognised. Mealtime routines do not consistently encourage children to develop the skills needed for their next stage of development or promote children's health and wellbeing. Opportunities to reinforce appropriate hygiene and safe eating practices are not always recognised when children continue to engage in messy play while eating. Mealtime routines also do not consistently support children to develop age-appropriate independence and self-help skills.

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Children's welfare and wellbeing Needs attention

Children feel safe, settled and secure in the setting. Their individual care needs are understood and reflected in daily routines. Children benefit from regular opportunities to drink water during hot weather, helping them remain comfortable throughout the day. They enjoy calm mealtimes where they sit together, communicate confidently with adults and one another and develop positive relationships. Sleep routines reflect children's individual needs, and regular recorded sleep checks help keep children safe. These routines support children's emotional wellbeing and help them feel secure within the setting.

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Curriculum and teaching Needs attention

The curriculum does not consistently meet the needs of all children. Adults choose most activities and lead much of the learning, limiting opportunities for children to make choices, follow their own interests, solve problems and develop their own ideas. Teaching does not consistently reflect children's different ages, stages of development and interests. Younger children have few opportunities to independently explore or engage in learning experiences that reflect their stage of development. Older children have limited opportunities to direct their own learning and make decisions about their play. Assessment is not consistently used to adapt teaching or planned experiences to reflect children's differing ages, stages of development and individual learning needs. This limits opportunities for some children, particularly the youngest, to fully engage in learning experiences that meet their needs.

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Curriculum and teaching Needs attention

The childminder knows the children well and understands the progress they are making. He introduces letters, numbers, colours and new vocabulary through adult-led planned activities. Children identify letters and colours as they use magnetic fishing rods to catch matching fish and answer questions about what they have found. They identify and count numbers as the childminder uses number resources and asks questions to reinforce their mathematical understanding. Older children develop their pencil control through adult-led colouring activities, remaining engaged alongside the childminder as hidden pictures appear. Shared books encourage children to talk about the pictures and develop their vocabulary. Adult-led activities support children's communication, language and early mathematical development.

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Inclusion Needs attention

Children's individual needs do not consistently shape the experiences they receive. Planned experiences and the organisation of the learning environment are not consistently adapted to reflect children's differing ages and stages of development. This means that younger children are not always fully included in shared experiences alongside older children or able to participate as fully in the opportunities available. Individual needs are not consistently reflected in children's everyday experiences, limiting inclusive practice across the setting.

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Inclusion Needs attention

The childminder uses observations and regular discussions with parents to identify children's individual needs and monitor their progress. He recognises the importance of valuing children's individual backgrounds, cultures and home languages. Children hear familiar words and phrases in their home language during everyday interactions, and menus reflect the cultural backgrounds of children attending the setting. The childminder understands the importance of working in partnership with parents and seeking advice from relevant professionals and local authority services if concerns about a child's development arise. He maintains his knowledge through ongoing training. However, his knowledge does not consistently inform the reasonable adjustments and adaptations needed to ensure children of different ages and stages of development are fully included in everyday experiences.

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Leadership and governance Needs attention

The childminder does not consistently ensure that the organisation of the learning environment, daily routines and teaching meet the needs of all children. Systems to review and evaluate practice do not consistently identify where improvements are needed to ensure children's differing ages, stages of development and individual needs are reflected in their everyday experiences. As a result, weaknesses in the organisation of the environment, daily routines and teaching have not been addressed consistently.

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Leadership and governance Needs attention

The childminder works closely with a co-childminder to provide children's care and learning. He knows the children well and regularly shares information about their learning, development and wellbeing to support continuity of care. The childminder maintains organised systems to support children's learning, development and welfare. Ongoing professional development strengthens his knowledge of safeguarding and child development. However, this knowledge does not consistently influence the quality of children's everyday experiences or drive improvements to practice. Parents describe the setting as welcoming and say their children are happy, settled and enjoy attending, reflecting the positive relationships children develop within the provision.

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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 do not consistently experience teaching that reflects their individual stages of development or helps them achieve as well as they can. Learning is largely directed by adults, giving children few opportunities to make decisions, solve problems and develop their own ideas. Younger children have limited opportunities to independently explore their surroundings, develop the physical skills expected for their age and build increasing independence. Daily routines do not consistently help children develop independence or learn how to manage age-appropriate risks safely. Mealtime routines do not consistently support children's health and wellbeing or encourage increasing independence.

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

Children enjoy attending the setting and take part in the activities provided. They develop positive relationships with the childminder and one another and share their thoughts, achievements and interests. For example, children show the childminder their completed stencil pictures and superhero colouring, responding to his praise and encouragement. Parents describe the setting as welcoming and say their children are happy and well cared for.

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

Children develop communication and language, early literacy and mathematical understanding through a range of experiences. For example, they use wooden letter and number blocks to recognise letters and numerals before using sensory 'slime' to recreate letter shapes from memory. Children take part in activities alongside one another, concentrate during planned activities and share resources, supporting the development of confidence, friendships and the knowledge and skills needed for their next stage of learning. Sleep routines meet children's individual needs, and regular sleep checks help keep children safe.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that everyday care routines and risk assessments consistently support children's health, safety and wellbeing and reflect their age and stage of development 24/08/2026

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Action Completion Date

ensure that all children consistently have opportunities to independently explore, develop their physical skills and take an active role in their learning 24/08/2026

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Action Completion Date

ensure that children's individual needs consistently inform the learning environment, daily routines and planned experiences 24/08/2026

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Action Completion Date

ensure that assessment consistently informs teaching so that children extend their learning and build on what they already know and can do. 24/08/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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About this inspection

The inspector spoke with the childminder and co-childminder and reviewed written feedback from parents 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.

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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

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 .

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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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