Kullar, Maninder Kaur

Childminder

Unique reference number (URN): 2828806 Registered with Ofsted: 23/05/2025 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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Achievement Expected standard

Children generally make progress from their individual starting points across the areas of learning and development. They develop communication skills and increasingly use words to express themselves and make their needs known. Babies develop their physical skills as they begin to bear weight, move in different ways and become increasingly mobile. Children who face barriers to their learning and/or wellbeing make progress towards their individual goals. These developing skills help children to be ready for their next stage of learning.

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Achievement Expected standard

Younger children become increasingly familiar with everyday routines and develop their independence, including beginning to manage aspects of feeding and personal care. Children confidently explore mark-making using a range of materials. They experiment with crayons, chalks, paintbrushes and water, both indoors and outdoors. They increasingly use these tools with control and purpose. Children play alongside their peers and develop the social skills they need to cooperate, share resources and participate successfully with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally establishes clear expectations. She uses calm reinforcement and models routines for younger children who are still developing their understanding, such as tidying up. She encourages behaviour expectations positively throughout the day, including reminding children how to care for resources. The childminder adapts her support for children who face barriers to their learning and/or wellbeing, helping them to participate in routines alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops warm, nurturing relationships with children. She responds sensitively when they need reassurance and creates a calm atmosphere during transitions, particularly at sleep time. Children understand this routine and older children quickly settle themselves ready for sleep. The childminder uses quiet voices and gentle reminders to help children who need additional support to settle. Children generally show positive attitudes to learning. They are motivated to explore available resources, sustain their play and interact positively with each other. However, less precise planning for babies means that they do not always benefit from the most purposeful play and learning experiences to maximise their engagement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular and punctual attendance with parents and carers. She records attendance and follows up unexplained absence promptly. She also considers reasons for lateness and understands that patterns of absence may indicate wider wellbeing concerns.

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Children's welfare and wellbeing Expected standard

The childminder generally provides attentive care that supports children's health, safety and emotional wellbeing. She knows children's individual care needs and recognises their emotional cues, responding sensitively when they are tired, unsettled or need reassurance. The childminder establishes predictable care routines and manages changes sensitively, helping children to feel secure and regulate their emotions. Children who face barriers to their wellbeing receive care that reflects their individual needs and is guided by advice from relevant health professionals.

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Children's welfare and wellbeing Expected standard

The childminder generally promotes healthy lifestyles. She plans nutritionally balanced meals through a four-week menu and reflects on how she can further promote healthy eating. For example, she has recently removed desserts from the regular menu to further promote healthy eating. The childminder helps children understand that sweet foods can be enjoyed occasionally. She adapts meals to children's dietary, cultural and religious needs and ensures they have access to drinking water. The childminder understands safer eating guidance and prepares food appropriately to reduce choking risks. She supervises children closely while they eat.

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Children's welfare and wellbeing Expected standard

The childminder has secure arrangements for safe sleep. Babies sleep in appropriate cots, while older children use individual sleep mats. She monitors sleeping children, removes potential hazards and follows current safe sleep guidance. She also works with parents when changes are needed to children's sleep arrangements to promote their safety and wellbeing.

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Curriculum and teaching Expected standard

The childminder generally provides a broad curriculum that reflects children's interests, experiences and stages of development. She uses her knowledge of children's starting points and ongoing assessment to identify what they need to learn next. The childminder has clear intentions for aspects of children's learning, including developing communication, independence and physical skills. However, these identified next steps are not consistently translated into precise learning experiences, particularly for the youngest children. Consequently, some learning happens incidentally rather than through carefully considered teaching that builds systematically on what children already know and can do.

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Curriculum and teaching Expected standard

The childminder generally teaches effectively. She makes good use of everyday routines and children's play to develop their communication and language. For example, she uses visual prompts around the environment to help children connect familiar images with words. She labels objects and actions as children play and introduces vocabulary naturally during experiences, such as describing objects as 'full' and 'empty' as children fill and pour. She uses songs and action rhymes to model language, encourage children to join in and reinforce familiar words and actions. The curriculum is typically inclusive and the childminder adapts her teaching in response to children's individual needs and professional advice.

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Inclusion Expected standard

The childminder generally has effective arrangements to identify and reduce barriers to children's learning and/or wellbeing. She establishes children's starting points with parents and carers and considers information they share about their child's development. The childminder follows specialist advice to support children who face barriers to their physical development, language development and weaning. The childminder adapts her approach to support their individual needs. For example, she uses visual prompts to support children's understanding and communication. She values children's home languages, using familiar everyday words and greetings alongside modelling English vocabulary. The childminder values children's different cultural backgrounds and considers how experiences and resources can enable children to play and cooperate with friends.

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Inclusion Expected standard

The childminder understands the purpose of additional funding and how this should be used to meet children's individual needs. She works with the local authority to explore available funding options when families face disadvantage or their circumstances change. The childminder understands that funding allocated to individual children should be used to reduce barriers to their learning and/or wellbeing.

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Leadership and governance Expected standard

The childminder generally demonstrates effective leadership of the provision. She reflects on her practice and considers how experiences for children can be further improved. She has identified enhancing the outdoor learning environment as a priority and is considering how routines and experiences can be used to enrich children's learning. The childminder completes relevant professional development. For example, recent training about babies and young children has deepened her understanding of child development and developmental milestones. However, she does not yet monitor the quality and impact of teaching closely enough to identify where interactions can be more effective in extending children's learning.

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Leadership and governance Expected standard

The childminder generally supports any assistants to develop the knowledge and skills required for their roles. She provides guidance, on-the-spot coaching and access to relevant training.

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Leadership and governance Expected standard

The childminder generally establishes positive relationships with parents and carers. Parents value the care provided. However, the childminder does not routinely provide parents with sufficiently detailed information about what their children are currently learning and why. This reduces parents' opportunities to continue and extend this learning at home. The childminder manages her workload appropriately. She keeps paperwork proportionate and uses quieter periods of the day for administrative tasks, helping her to prioritise time with children.

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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 and their families experience a warm welcome. Children are happy and settled in the childminder's care. They develop close relationships with the childminder and seek her out for reassurance and affection. Children know the familiar routines of the day and generally respond well to expectations. For example, they help to tidy away toys, wash their hands before eating and settle calmly for sleep. Children who face barriers to their learning and/or wellbeing are supported sensitively to join in with daily routines and experiences alongside their peers. Children generally make progress from their individual starting points and develop the communication, independence and social skills they need for their next stage of learning.

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

Children typically enjoy a varied range of experiences indoors and outdoors. They particularly enjoy imaginative play and make connections with their own lives, such as pretending to make roti and preparing pretend food for others. Children hear their home language valued as part of everyday life while developing their confidence to communicate in English. This helps children to feel included and supports their sense of identity and belonging. They learn about the different foods they enjoy with their families through festivals and cultural experiences that reflect the diverse backgrounds of the children at the setting.

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

Children learn to play alongside each other, share resources and develop positive social skills. They enjoy celebrating events that are important to them. For example, children excitedly gather together to celebrate a friend's birthday, sing to them and share in their special moment. Children learn to recognise what is special about themselves and others which strengthens their sense of belonging.

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

Children benefit from routines that support their health, safety and emotional wellbeing. They eat nutritious meals that take account of their individual and cultural needs and learn about healthy choices. Children benefit from the childminder's clear expectations for regular and punctual attendance.

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Next steps

The childminder should refine planning and teaching, particularly for younger children, so experiences build precisely on what children know and can do to maximise their progress. The childminder should strengthen partnership working with parents and carers so they receive comprehensive information about children's learning and how to continue this at home. The childminder should strengthen the monitoring of teaching to identify how interactions can be further developed to extend children's learning and maximise their progress.

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About this inspection

The inspector spoke with the childminder, 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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