Hassan, Aasia Fatima

Childminder

Unique reference number (URN): 2874201 Registered with Ofsted: 13/03/2026 Registers: EYR, CCR, VCR

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Leadership and governance Expected standard

The childminder has a clear understanding of what she would like children to learn in her setting. She demonstrates a secure understanding of how she would plan a range of activities across the 7 areas of learning in the early years foundation stage. She has a sound understanding of child development and explains how she would prioritise children's personal, social and emotional development in her curriculum. She describes how she will use observations to plan children's next steps to support their ongoing progress and to identify any developmental delays to plan children's next steps of learning.

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Leadership and governance Expected standard

The childminder describes how she plans to promote a language rich environment through stories. She plans to use songs and rhymes within her routines to support children's communication and language development. The childminder understands the importance of supporting children to learn about healthy lifestyles. She demonstrates, through discussion, how she would gather information from parents about children's dietary requirements and weaning stages. She plans to use this to support children's safer eating. The childminder explains how her planned daily routines, such as toilet training, will help children develop their independence skills. The childminder understands how to promote children's physical development through daily exercise, such as using the local parks and her garden.

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Leadership and governance Expected standard

The childminder has a secure understanding of how to support children with special educational needs and/or disabilities (SEND). She has broadened her knowledge and understanding of SEND by researching strategies she can implement to help children benefit from her curriculum. She understands how to implement adaptations to her curriculum. For example, she explains how she would provide activities to support children at risk of speech delays. The childminder recognises the value of working with other professionals to make sure children receive timely and appropriate support. She outlines how she would secure additional funding for eligible children so they benefit from the right provision before starting school. In addition, she plans to monitor children's attendance closely to maintain continuity of care and strengthen their daily routines.

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Leadership and governance Expected standard

The childminder knows how she would work with parents from the outset. She plans to gather information for the parents to support children's individual needs. The childminder plans to use this information to meet children's care routines and next steps of learning.

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Leadership and governance Expected standard

The childminder explains how she would use risk assessments of her premises and outings she plans for the children to identify and remove potential hazards. She discusses how she would teach children to manage their own safety, for example, by teaching road safety during walks.

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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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About this inspection

The inspector spoke to the childminder 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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About this inspection

There were no early years children present and/or on roll at the time of this inspection. The findings in this report are based on evidence gathered from discussions with leaders and an inspection of the premises, equipment, and any relevant documentation. When there are no early years children present, inspectors only evaluate and grade leadership and governance as there is no reliable evidence on which to assess the impact on children of other evaluation areas. Registration date: 13/03/2026

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About this inspection

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

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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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