Maher, Krishna

Childminder

Unique reference number (URN): 2797113 Registered with Ofsted: 14/08/2024 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 Strong standard

Children's behaviour is extremely positive. The childminder acts as a significant role model. She works cohesively with others who care for children, showing children how to cooperate and negotiate through daily tasks and routines. Therefore, she helps children to play harmoniously with their friends, learning to take turns and to share with each other, to include everyone in their play. The childminder gives subtle support for young children to find additional resources, similar to their friends. The childminder helps children to successfully learn about rules, boundaries and expectations. She provides guidance of sitting up at the table with their feet on the floor, to help children to understand how and why to keep themselves safe at mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

Children treat their friends with kindness and respect. The childminder encourages older children to show the younger children how to play alongside and with each other. She helps children to nurture and guide their younger friends through new experiences, such as using the dough to make caterpillars.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes close and secure relationships with children. They thrive on the constant encouragement and praise, particularly when trying a new skill for the first time. The childminder helps children to feel safe to make mistakes and try again. For example, when young children drop sand, the childminder reassures children to have another go to move the sand from one place to another. Children's big smiles show their pride at completing this task to their satisfaction. The childminder claps and cheers to show her pride in their determination.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works with parents and carers to promote consistent attendance. She understands children's home lives and parents' commitments. Parents appreciate the routines within the childminder's day and the positive impact this has on children's learning and care.

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Children's welfare and wellbeing Strong standard

The childminder constantly prioritises children's welfare and wellbeing. Children's safety is at the heart of everything that she provides for them. For example, children are extremely well supervised at mealtimes. Children learn how to keep themselves safe, reminding others to finish their food before they get up from the table. The childminder is very mindful of children's dietary needs. She ensures that all who work with the children abide by these restrictions. The childminder uses information from experts and parents to gradually increase foods for children who have shown intolerances.

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Children's welfare and wellbeing Strong standard

The childminder successfully provides sensitive support for children with ongoing needs to overcome barriers to their learning. They feel safe and secure in the childminder's care to continue any treatment.

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Children's welfare and wellbeing Strong standard

The childminder's policies are evident in her practice. She prepares for changes to requirements by implementing these immediately. For example, all children sleep in a safe environment with constant supervision. The childminder communicates with others who

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Expected standard

work with her to ensure she knows the whereabouts of every child. This has a significant impact on children's safety.

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Expected standard

The childminder optimises children's healthy lifestyles throughout their routines and play. Children know the expected hygiene procedures by telling the childminder they have washed their hands after toileting. The childminder understands that some children need to use the toilet more frequently to manage their specific needs. The childminder enhances children's independence through established routines, to help them to manage their own needs and to make healthy decisions for themselves. The childminder highly supports children's and parent's understanding of screen safety by sharing information and guidance. The childminder uses routines to help children to keep themselves safe in the sun.

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Achievement Expected standard

Children are making positive progress in all areas of learning. They develop skills over time, including forming friendships, engaging in conversations with the childminder and becoming independent. They are generally well prepared for the next stage in their learning. They grow increasingly confident to use play experiences to express their needs. This demonstrates effective development from their starting points. The childminder works with other settings that children attend to focus on and provide for children's next steps in their learning. Therefore, children gain the knowledge and skills they need for future learning more consistently. In the main, the children develop skills that are age-appropriate. The childminder knows how children prefer to learn and any specific play experiences that close the gaps in children's development. For example, children prefer to experiment with tools and physical skills outdoors, especially those children who do not access frequent outdoor

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Achievement Expected standard

play. In the main, the childminder adapts her level of support for children, according to their stage of development and abilities to help them to understand and follow instructions. For younger children, she shows them how to use the tools to transport sand, whereas she gives verbal instructions for older children to follow. She encourages some children who prefer to use their imaginations in their play, to make 'lemon pudding' out of lemons, mud and water in the garden. Children use the same techniques to make pizzas for their tea. Children generally acquire the knowledge and skills needed for their next stage of their learning, helping them make suitable transitions as expectations increase.

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Curriculum and teaching Expected standard

Children have fun and are continuously occupied and learning with the childminder. She engages appropriately with children and adapts her interactions according to children's age and stage of development. For example, younger children explore signing and singing activities, confidently extending their communication and expressing their understanding. The childminder plans activities that have a clear learning intention for each child. However, some activities are not as well planned as others, and on these occasions, are pitched above children's level of understanding. The childminder encourages children to confidently use new skills they learn to help them practice for everyday tasks. For example, young children gradually increase their balance, coordination, scooping and tipping, to transport sand from one place to another. They use these skills to spoon their yogurt skilfully into their mouths. More confident children use

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Curriculum and teaching Expected standard

tongs to transport pieces of mud in the garden. At lunchtime, children use tongs to self-serve their food.

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Curriculum and teaching Expected standard

The childminder frequently plans trips to extend children's experiences. They visit places, such as local reservoirs, to experience beach play, particularly for those children who have never been to the seaside.

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Curriculum and teaching Expected standard

Children's communication skills are continuously promoted through every day play and routines. The childminder commentates throughout children's play, using simple questions to support children's listening, understanding and speech. In the main, children use this interaction to explore their play further. However, children are not always confident to develop conversational speech with their peers, as they play alongside. Children thoroughly enjoy books and stories. Young children explore colour, shape and numbers through familiar books, helping to increase their awareness of mathematical concepts through everyday routines.

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Inclusion Expected standard

The childminder confidently identifies any emerging needs or barriers to children's learning. She provides experiences for every child outdoors, concentrating on some children that may not have access to green spaces and gardens. For example, she organises trips to local parks to provide the challenge and stretch for some children's physical development and their understanding of keeping themselves safe. She takes children to local forests and woods to experience nature and the world around them.

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Inclusion Expected standard

The childminder supports children with special educational needs and/or disabilities (SEND) well, particularly during transitions from one setting to her own. She communicates effectively with other settings and parents and carers to gain the information to plan for children's individual needs. She gradually increases the settling-in time for children with SEND to help them to feel confident in their new play environment.

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Inclusion Expected standard

The childminder and parents work cohesively to ensure that children's health and care needs are consistently promoted. The childminder uses information from parents and other health professionals to adjust her routines to support children's individual needs. For example, the childminder ensures that professional guidance is followed for children following surgery, to support their ongoing care. Children's ongoing particular needs are continually reviewed to ensure adaptations to children's play are appropriate to promoting full participation in every experience. The childminder knows how to use additional funding according to parents' preferences and the next stage in children's learning. This helps to reduce any barriers children may have to their learning.

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Leadership and governance Expected standard

The childminder has a realistic understanding of her setting and the practice that supports children's welfare and development. She knows what works well and how to make improvements. For example, she is extending the trips for children who attend during afternoons.

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Leadership and governance Expected standard

The childminder works extremely well as a team with her assistants. She provides a consistent approach to children's learning and care. They listen to each other and share information, embedding improvements quickly and successfully. She provides training and detailed information for her assistants to drive forward a consistent approach to the interaction and engagement that children experience.

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Leadership and governance Expected standard

The partnerships with parents are extremely effective. This significantly impacts on children's continuous care and shared ideas for their next steps in learning. The childminder uses her knowledge of the local area well to signpost parents to local events, to continually promote children's learning with their parents. She guides parents through children's stages of development, how to support this at home and through their transitions on to school. The childminder is highly dedicated to developing positive relationships with local schools to help promote consistent communication and children's ongoing learning.

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Leadership and governance Expected standard

The childminder is eager to develop her practices, to gain expertise from other professionals and source information from forums and other practitioners. She understands the importance of sharing effective practice with her assistants.

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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 play in a safe, happy and reassuring environment. They experience exciting and varied play, alongside their friends. They learn to manage their feelings and emotions confidently through positive engagements and relationships with the childminder.

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

Children have an extremely positive sense of belonging. They confidently enter the childminder's house, making themselves at home, chatting to their friends and finding fun and exciting play. They eagerly listen to what they are going to be doing each day, anticipating further adventures and experiences. For example, children talk about the pizzas they are going to make in the afternoon, confidently sharing their likes and dislikes of toppings. They talk in abundance about their experiences of going to restaurants.

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

Children show motivated and enthusiastic attitudes to their learning. For example, they continually try to get lemons out of the jug in the water play. They try many different ways, including tipping it, banging it and eventually using problem-solving skills to scoop it out with a spoon. Older children work out that the sand is too wet to flow through the funnel,. They shake it and poke it with a spoon to push it through. The childminder stands back, giving children time to try to resolve the situation themselves. When required, she steps in and gives gentle suggestions to help them find a solution.

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

Children gain exciting experiences through a carefully considered curriculum that promotes all areas of learning, both indoors and outdoors. The childminder engages well through mostly adult-led experiences. She offers confident support to help children achieve the next stage of their development.

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

Children show a great love for exploring and experimenting in their play. They are fascinated by natural materials, using every resource possible to continue their intrigue and curiosity. The childminder encourages this through outdoor play and provides children with resources

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Facts and figures used on inspection

that she knows interests them. She gives younger children time to watch and model play from others, gaining the confidence to have a go themselves.

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Next steps

The childminder should adjust experiences for each child to accurately support them to excel in their identified next steps of learning. The childminder should strengthen children's confidence to communicate with their peers, during their own choices of play.

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About this inspection

The inspector spoke to the childminder, her assistants, children and 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. 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. 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

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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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