Haddad, Batya Brocha

Childminder

Unique reference number (URN): 2847083 Registered with Ofsted: 29/07/2025 Registers: EYR

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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 behave impeccably. They form very respectful relationships with the childminder and her assistants and each other. During play, the atmosphere is calm and harmonious. This really supports children's concentration and engagement levels, which are consistently high. The childminder and her assistants are superb at clearly explaining the boundaries and what will happen next. This really helps children to feel safe and understand the routine of the day. Furthermore, they offer clear explanations, often focusing on the reasons why particular behaviour is expected, for instance to keep everyone safe or to show kindness.

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Behaviour, attitudes and establishing routines Strong standard

Children play extremely well together. They enjoy taking turns when pretending to make cookies and when passing around objects of interest during circle time. They also like drawing with chalks together and take turns using different colours and discussing their creations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses every moment that arises to teach children about compassion and empathy. She also frequently names different feelings and emotions during books, discussions or play. This helps children to understand and express their own emotions incredibly well. The childminder works closely with parents and carers to promote regular attendance. She is proactive in seeking explanations for any unexplained non-attendance to help to keep children safe.

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Achievement Expected standard

Children evidently achieve well in relation to their starting points. They demonstrate confidence with visitors and talk about why they enjoy attending the setting. They also develop the ability to discuss how they feel very well, for instance when engaging in songs about different emotions and when looking in the mirror. Furthermore, children engage in a variety of activities that develop their hand–eye coordination skills in readiness for early writing. For instance, they have fun using tweezers to pick up leaves, twigs, acorns and other natural resources. They also like making necklaces and discuss a range of different shapes, colours and patterns. They also have fun engaging in sticking activities and compare the lengths of sticks and talk about the crunchy leaves and different tones and colours. In addition, children develop their skills of independence. They manage their personal care skills well and get ready to play outdoors with minimal support.

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Achievement Expected standard

Overall, children's physical development is suitably supported. They frequently engage in music and movement sessions and play outdoors in the childminder's garden, as well as go on some trips in the local environment to further develop their strength and coordination when walking.

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Children's welfare and wellbeing Expected standard

Children flourish at the setting and develop close and supportive bonds with the childminder and her assistants. This helps them to build their confidence and try new things. The childminder places clear focus on supporting children's emotional wellbeing. She takes time to understand children's unique home circumstances and plans experiences based on their interests and individual needs. This helps her to offer responsive and attentive care that promotes children's emotional security and helps them to form a positive view of themselves.

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Children's welfare and wellbeing Expected standard

The childminder and her assistants nurture children's independence throughout the day. Children enjoy making choices about what fruits they eat at snack time and discuss the health benefits of different foods. They also like washing up plates and bowls in a toy kitchen. This supports their imagination as well as their coordination and physical skills. Furthermore, they enjoy helping to tidy up and show respect for the resources and learning environment. Children also participate in a range of activities that help them understand about establishing good oral health habits. They also learn about the importance of staying hydrated when drinking water and about washing their hands before eating and maintaining positive hygiene practices. Overall, children generally have frequent opportunities to be active and learn about exercise and making healthy lifestyle choices.

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Curriculum and teaching Expected standard

Overall, the childminder plans a varied curriculum. She knows children very well and quickly identifies what support they need to close any gaps in their learning and development. Children show excellent engagement in the activities on offer. For instance, they enjoy exploring farm animals and discussing life at the farm. Children learn about different animal families, where milk comes from and how a sheep's wool is sheared during the summer months and turned into clothing. Both the childminder and her assistants offer real depth to their teaching and during discussions with children. Furthermore, children show excellent knowledge when learning about autumn. They discuss how hedgehogs have prickles and about hibernation. They also learn about different vegetables and how they are harvested in the autumn time.

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Curriculum and teaching Expected standard

The childminder and her assistants skilfully weave lots of mathematical language into play. They frequently support children to recognise patterns, match, count and predict. Children also develop a love of reading and books. The childminder and her assistants read with enthusiasm and at a steady pace that allows for lots of discussion and exploration of the characters and key themes of the story. This helps to develop children's early literacy skills in readiness for school. Overall, children's learning opportunities are suitably varied. For instance, they have some opportunities to engage in nature walks in the local environment, visit the shops and go to the library.

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Inclusion Expected standard

The childminder has a wealth of knowledge and experience of supporting children with special educational needs and/or disabilities (SEND). She previously worked as a SEND practitioner and uses her experience incredibly well to support the children at her setting.

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Needs attention

The childminder has secure knowledge of child development and how children learn. This helps her to swiftly identify if children require some extra support. She has experience of making referrals and working in partnership with external agencies to enhance outcomes for children. The childminder implements a range of successful strategies to capture children's interests and to engage them in new learning experiences. She is a naturally skilled practitioner who makes learning fun. The small group and calm atmosphere at the setting mean that children receive targeted support each day to help them to move forward in their learning. Furthermore, the childminder demonstrates clear knowledge in relation to obtaining additional funding and making sure it is used to best support individual children's needs.

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Needs attention

Overall, children develop some understanding of different backgrounds, cultures and traditions. For instance, the childminder supports them to understand some common themes, such as the importance of sharing food, when learning about different celebrations. They also explore diversity through books, resources and discussions. This helps children start to understand about similarities and differences and teaches them about respect.

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Leadership and governance Needs attention

The childminder engages in some professional development to support the running of the setting. For instance, she engages in safeguarding, first aid and food hygiene training. Despite her secure knowledge about child development and identifying if a child is at risk of harm, the childminder does not keep her knowledge of the new early years foundation stage requirements up to date. This means that there are some gaps in records in relation to the recruitment of her assistants. Despite these gaps, other information shows that all adults working with children are suitable to do so. Therefore safeguarding standards are met. The childminder ensures her assistants engage in induction training with a key focus on mandatory training. The childminder also generally monitors the quality of her assistants' work through reflective discussions and regular meetings to set new goals for the term ahead.

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Leadership and governance Needs attention

The childminder prides herself on her close partnership working with parents. She explains that her settling period is very gradual and she takes time to build trust with the parents as well as the children. The childminder explains that she offers parents ongoing advice and guidance and strives to ensure children receive consistent messages at her setting and at home in order for them to receive continuity of care.

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

Children show that they feel happy and secure and demonstrate a real sense of connection and belonging at the setting. They build trusting relationships with the childminder and her assistants, who are excellent role models. Overall, children benefit from the childminder and her assistants engaging in some training to support them in their roles at the setting. However, the childminder does not keep her knowledge of changes to the early years foundation stage fully up to date. For instance, she does not have a secure understanding of the new requirements in relation to recruitment processes. Despite some gaps in knowledge and record-keeping, adults working with children are suitable, and there is no significant impact on children's safety and welfare.

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

The childminder and her assistants create a very calm and welcoming environment for children to learn and play. They have high expectations for children's behaviour and successfully implement clear and effective routines. This helps children to understand the sequence of the day and about the boundaries of the setting. Children behave extremely well. They listen, take turns and consider the views of others. On the very rare occasions when children need a little extra support with waiting their turn, the childminder invests a great deal of time and energy in explaining about kindness and patience. Children experience high levels of respect and receive meaningful support for their social skills and personal development.

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

Overall, children enjoy a stimulating range of activities and make notable progress during their time at the setting. They evidently receive high-quality teaching during their time at the setting. For instance, they receive excellent support to hear new language and expand their vocabulary. They also have lots of opportunities to explore their own ideas and extend their knowledge about nature, animals, seasons and Jewish culture. Overall, children are appropriately supported to lead healthy and active lifestyles during play in the childminder's garden and when engaging in dancing activities.

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Next steps

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

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Action Completion Date

engage in further training and improve knowledge to ensure all new requirements of the early years foundation stage are understood and carefully followed to ensure recruitment processes are stringent to help to keep children safe 01/10/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:30

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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, her assistants and the 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.

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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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