Khanam, Tania

Childminder

Unique reference number (URN): 2811893 Registered with Ofsted: 11/12/2024 Registers: EYR, CCR

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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 typically make steady progress across the curriculum. However, the childminder's planning to support their achievement is not fully informed from the start by a full understanding of what children already know and can do. Children develop communication and language skills and use these in their play. For instance, babies babble and gesture to communicate their needs and interests. Young children use single words, and some phrases, during imaginative play. For example, they repeat the names of their favourite superheroes while they pretend to go on adventures around the garden with them. Babies and children hear a wealth of rhymes and songs and show their joy in the music. For instance, babies bounce and sway to the tunes and use their fingers and hands to represent stars. Young children join in with the actions and key words of familiar nursery rhymes. Babies and children enjoy listening to stories and looking at books. This helps to prepare

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Achievement Expected standard

them for the next stage of their learning. Children play harmoniously and collaborate effectively during activities, for instance when taking turns on the slide. They enjoy their friends' company during routines, such as when they sit together for breakfast.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear routines that help ensure children and babies feel secure throughout their time at her homely setting. Children show a sense of belonging as they confidently choose from the wide selection of toys and follow consistent and familiar routines. The childminder typically makes sure that children understand what is expected of them. Young children generally cooperate with nappy changing, wash their hands and sit together at the table while eating. The childminder is aware that children returning after a long holiday or starting to attend her setting may initially need some additional support to follow routines. She adapts her practice to include all children as much as possible at the time and gradually build their confidence to take part fully at a later stage.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works in close partnership with parents and carers to establish punctual and regular attendance. She is a positive role model for kindness, respect and politeness. Children behave well and have firm bonds with the childminder and each other. They are calm and patient, relative to their ages, and socialise well with their friends. The childminder recognises and specifically praises children's efforts and behaviour. With her encouragement, children are actively engaged and develop positive attitudes to their learning.

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Children's welfare and wellbeing Expected standard

The childminder typically gets to know children and families well. She tailors settling-in sessions to find out about children's interests, routines and home experiences. This helps her to develop a clear understanding, in the main, of children's care needs and emotional wellbeing. The childminder updates her understanding of their changing needs during regular discussions with parents and carers about children's health and wellbeing overall. The childminder helps children to recognise and manage their emotions in their interactions with others. She reinforces positive behaviour with praise. The childminder maintains a welcoming, secure and clean environment in which babies and children thrive. She continuously checks for potential risks. The childminder closely supervises children during routines, including while eating and sleeping. Children learn about keeping safe while they climb steps, balance on blocks and jump in and out of tyres.

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Children's welfare and wellbeing Expected standard

Children have access to fresh air and exercise daily. The childminder provides balanced meals that are inviting for children to eat. Babies and children make contented sounds as they independently feed themselves pasta with tomato sauce. They use cutlery competently at lunchtime. The childminder grows a wealth of herbs, fruit and vegetables, including coriander, mint, apples, tomatoes and aubergines, in her garden. She uses these ingredients in her home cooking. The childminder uses these experiences to help children to understand where food comes from and about making healthy choices.

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Curriculum and teaching Expected standard

In the main, the childminder provides a broad range of experiences in her home and the wider community. Overall, the childminder's curriculum covers all areas of learning. However, the childminder does not explore in depth what children already know and can do at the outset to enhance her planning for their learning needs further. Children typically develop skills for the next stage of their learning. The childminder generally uses children's interests to engage and motivate them in their learning. For example, she provides resources, such as action figures and model animals, dinosaurs and cars, based on her knowledge of their current interests. The childminder asks children what noises animals make. Young children build their confidence to communicate as they excitedly make sounds in response.

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Curriculum and teaching Expected standard

The childminder introduces mathematical language during routines and activities. For instance, children count as they move between large wooden blocks in the garden. The childminder provides equipment for children to explore and demonstrates how to use this. This helps children to practise a range of physical skills, such as balancing on sit-and-ride toys and using tools and moulds while playing in the sand tray. Children benefit from purposeful experiences. They concentrate well relative to their ages while they explore the indoor and outdoor environments with confidence.

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Inclusion Expected standard

The childminder collects information about children's individual care needs, routines, preferences and interests from the beginning. The childminder continues to enhance her knowledge by observing children's play and interactions. However, the childminder does not consistently gather detailed information about what children already know and can do to inform and enhance her planning for their learning and development from the outset. This means that there is sometimes a slight delay in addressing their learning needs. This includes finding out some words in languages spoken by families at home. Nevertheless, she has high expectations of children and identifies some barriers they may face. This helps her to provide any support they need to make progress. For instance, the childminder identifies activities that parents can follow with children at home to enrich their language development further, including singing familiar rhymes and songs.

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Inclusion Expected standard

The childminder does not currently have any children in her care with special educational needs and/or disabilities or who are known (or previously known) to social care. Her knowledge of where and how to seek support from other professionals is not yet fully developed. The childminder monitors children's progress regularly. She tailors her approach to routines and learning as needed to ensure all children are engaged and involved, including those who are settling in at her home.

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Leadership and governance Expected standard

The childminder reflects regularly on the strengths and areas for development of the setting. She is committed to making continuous improvements to benefit children in her care. The childminder identifies changes where needed, including general training needs for herself and any assistants she works with. She supports her assistants effectively and is mindful of their wellbeing. The childminder completes professional development to update her knowledge of current early years practice and to develop her skills, such as training she completed recently in how to develop the curriculum further. She recognises the need for additional training to extend her knowledge of supporting children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder established links with other professionals before opening the setting. She uses ongoing feedback to continue to develop the setting. This advice has informed improvements to practice and helped her to become more confident in the role. The childminder typically communicates effectively with parents and carers. She informs them how to support children's next steps at home. For example, she shares favourite nursery rhymes and songs to learn and enjoy together. The childminder works with parents to establish consistent care, learning and development overall. This approach helps promote children's regular attendance at the setting.

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

Children and babies show delight in their experiences at the childminder's home. They smile and giggle while they investigate toys and equipment. Children make choices from a range of age-appropriate resources. They lead their own activities, indoors and outdoors. Children take turns and share resources willingly. They are kind and affectionate towards each other, offering hugs to their friends. Children cooperate well together for their ages, for instance, while they play with cars on a track. They play happily alongside their friends and offer each other toys. Children willingly approach the childminder for cuddles and reassurance when needed. They are fully engaged in their play and eager to explore the environment around them. Children practise their physical skills in the garden or the nearby park every day. They pick fruit and vegetables from the garden, such as fresh tomatoes, and taste the produce.

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

This helps them to understand more about the natural world and how plants grow.

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

Young children listen carefully to what the childminder says to them and follow simple instructions accurately. The childminder introduces new words clearly for children to copy. This helps children to practise and enhance their communication and language skills. Children demonstrate their understanding of what is expected of them as they follow routines. For example, they change their shoes, with help when needed, before playing outside. Children thrive and have fun in the safe and welcoming setting. They behave well and respond positively to the childminder's praise and encouragement. Children benefit from the childminder identifying and valuing their individual interests and care needs. They develop positive attitudes towards learning and are eager to 'have a go'. For example, children follow the childminder's guidance and post balls into a long cylinder and watch where these come out the other side. All children gain in confidence and independence

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

skills, such as using spoons and forks to feed themselves at lunchtime.

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Next steps

The childminder should continue to extend her knowledge and skills in making referrals and supporting children with special educational needs and/or disabilities. The childminder should gather more information about what children already know and can do to inform precise planning for their learning and development from the start.

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About this inspection

The inspector spoke with the childminder, her assistant, parents and carers and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 18:30

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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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12

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. 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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