Begum, Moriom

Childminder

Unique reference number (URN): 2804332 Registered with Ofsted: 07/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children use language to share ideas, express their feelings and communicate their needs. The uniqueness of each family is celebrated. Children learn about the similarities and differences between them. They develop an awareness of important times of the year, for example Eid and Christmas.

p.2

Achievement Expected standard

Children develop positive relationships. They show attention and respond to the clear communication strategies that the childminder puts in place. Children respond well to the childminder when she plays with them at their level and clearly uses their name when talking. This helps children engage well in their play and learning. Children develop high levels of confidence and self-esteem. This is shown through how well they respond to praise and encouragement. They access the local community centre and take part in lots of messy craft. For instance, they paint pictures and develop their mark-making skills. This helps children to prepare for the next stage of learning. Typically, children achieve well from their starting points. This is reflected through how well the childminder knows and understands children at the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and are supported through calm and positive interactions. The childminder manages behaviour effectively. She calmly addresses unwanted actions. The childminder offers reassurance and guidance to children. This helps them to manage their feelings and continue with activities. The childminder uses different strategies to support this, including distraction techniques. In addition, she uses physical gestures to reinforce her meaning. For instance, she draws a circle in the air to show the direction of taking turns.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance with parents. She follows up immediately if she does not know the reason for lack of attendance. This helps to provide a continued routine for children.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to play. They are interested in the resources available and remain involved in activities for some time. For example, in the play kitchen, they cook pretend broccoli together. Children then move to picking up the toy babies and give them some water. This shows children's developing imagination. The childminder narrates the play clearly to the children, at their level. Children benefit from hearing lots of different vocabulary.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children make choices during snack time and this builds their independence and confidence. Generally, daily routines are in place. This includes handwashing before snack.

p.2

Children's welfare and wellbeing Expected standard

The childminder stresses the importance of healthy food and exercise with families and children. She highlights the need for a healthy packed lunch. The childminder shares with families what the children have eaten throughout the day. When children are eating their fruit at snack time, the childminder tells them why it is healthy and good for them. Hygiene practices generally encourage children to wash hands. Children learn to become more independent when doing this.

p.2

Children's welfare and wellbeing Expected standard

Children feel safe and secure in the setting. They settle into routines and approach the childminder for reassurance, showing secure relationships. The childminder supports children's emotional wellbeing effectively. She responds calmly and sensitively, helping children to settle and continue with activities. Generally, daily routines support children's health and wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Children are supported to express their personal needs, such as when asking to go to the toilet. The childminder uses nappy changing to have conversations. This supports positive interactions while respecting the child's privacy.

p.3

Children's welfare and wellbeing Expected standard

The childminder is attentive to children's individual needs and adapts routines accordingly. For example, she recognises when children are too excited for a story. She lets them continue to play, adjusting the routine later to allow for rest. Children are supported to feel comfortable and cared for throughout the day.

p.3

Curriculum and teaching Expected standard

The childminder provides suitable experiences and learning opportunities across the 7 areas of learning. She provides resources to meet the learning needs of the children and quickly evaluates the success of these. The childminder focuses on supporting communication. She helps to build children's early social skills through daily experiences and routines. The childminder builds learning into everyday interactions. For example, she skilfully models language. The childminder introduces new vocabulary, including 'temperature' with the thermometer. She offers lots of repetition. These approaches help children to become confident communicators. They use language in their play and routines.

p.3

Curriculum and teaching Expected standard

The childminder values children's play. She allows them opportunities to develop their learning through familiar experiences and routines. For example, she encourages children to tidy up and models this to them, using familiar vocabulary. The childminder provides lots of encouragement for children to follow her instructions. Children learn to take responsibility for looking after the resources. This helps to foster respect and understanding. The childminder adapts her approach when playing with the children. This helps to ensure she is meeting their different ages and stages and that all children can access the play at their level.

p.3

Curriculum and teaching Expected standard

The childminder supports children to understand their feelings. They are encouraged to say if they are happy or sad. She also uses stories to support their emotional development. This helps to ensure that children feel happy, safe and secure.

p.3

Inclusion Needs attention

The childminder does not have effective arrangements in place to support children from disadvantaged backgrounds, children with special educational needs and/or disabilities (SEND), those who are known, or previously known, to children's social care and those who may face other barriers to their learning and/or wellbeing. This means that not all children will receive appropriate support to ensure they make sufficient progress.

p.4

Inclusion Needs attention

The childminder provides a secure, cosy and well-resourced environment to support the needs of the children currently in her setting. The resources reflect what they are interested in, including playing in the toy kitchen or crawling through the tunnel to develop their physical skills. She has identified children's strengths and their interests. The childminder can talk confidently about what they need to learn next. She is a good role model. For instance, she encourages children to play and learn together. The childminder adapts her teaching to meet their needs. The childminder is keen to develop her knowledge to support children with SEND. She wants to develop her skills to confidently engage with other professionals and external agencies. The childminder works collaboratively with parents. She provides children with activities to complete at home to support with their learning. The childminder speaks confidently about the positive relationships with families. She shares

p.4

Inclusion Needs attention

photographs and updates with them regularly to demonstrate that children are happy and learning new skills and knowledge appropriately.

p.4

Leadership and governance Needs attention

The childminder does not have effective strategies in place to identify and support children with special educational needs and/or disabilities (SEND) and disadvantaged children. Although she has completed mandatory training, including first aid and safeguarding, she does not consistently identify targeted training to enhance her knowledge and skills in order to support children with SEND. The childminder has not yet established secure links with other professionals so that children get the right help at the right time if there are concerns about their learning and development.

p.4

Leadership and governance Needs attention

The childminder reflects on her practice and has a growing understanding of her strengths. She is beginning to identify the wider areas that need attention. The childminder is committed to providing a caring and supportive learning environment for children. She demonstrates an eagerness to improve as she wants the very best for the children.

p.4

Leadership and governance Needs attention

The childminder is committed to providing a supportive, safe and happy environment for the children she cares for. She is passionate about making a difference. The childminder evaluates her practice and intends to develop her outdoor space.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children in the childminder's care are happy, curious and enthusiastic learners. They explore activities with excitement, developing their gross and fine-motor skills while accessing different types of play. The child's voice is regularly listened to, as they decide where they want to go for their daily outing. This promotes their sense of wellbeing and self- esteem. Regular attendance helps children build confidence and resilience and establish routines, allowing them to make consistent progress. Children are socially confident. They chat with adults in the local community under the watchful eye of the childminder. Children communicate their needs effectively and form positive relationships with the childminder and their friends. They learn to keep themselves safe, especially when outdoors. For example, children are encouraged to look left and right when crossing roads.

p.5

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

Children feel safe, happy and secure in the childminder's home. They smile, laugh and display a sense of belonging, feeling welcome and valued. Healthy attitudes to exercise are promoted. This includes through frequent trips to local parks and the soft-play centre. This helps to support core strength, balance and coordination. Children enthusiastically cook healthy food on the toy cooker. They give baby dolls water to drink and role play making healthy choices.

p.6

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

Children join in with number rhymes and count how many pieces of fruit there are at snack time. This helps to promote children's mathematical development. Children listen and follow instructions when getting ready to go outside. For instance, they are encouraged to put their shoes on independently. Children jump excitedly to start their journey. They learn to play well together, with support from the childminder. Children share toys and work out what to do when turn-taking becomes difficult.

p.6

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

The childminder understands the importance of developing children's communication and language skills. She talks with children consistently and narrates their play. Children develop their vocabulary as the childminder models language. This supports children to try new words and build on what they already know and can do. The childminder knows her children well and supports their uniqueness by providing them with time and support to consolidate their learning.

p.6

Next steps

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

p.6

Action Completion Date

develop an understanding of how to identify and assess children's needs quickly and accurately so that a positive difference can be made for children with SEND and for children who may face barriers to learning 28/09/2026

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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

p.6

About this setting

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Our grades explained

registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known at the early years foundation stage.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8