Ali, Farzana Holly Jafrin

Childminder

Unique reference number (URN): 2846387 Registered with Ofsted: 04/08/2025 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 typically make good progress through the curriculum from their individual starting points. They receive the support they need to achieve their next steps, including developing confidence and settling securely into the setting. The childminder knows children well and uses her understanding of their development to identify where further support is needed. Children make progress in their communication and language skills. They confidently choose stories to share with the childminder and engage in conversations throughout the day. Children are developing positive social skills and learn to form friendships, negotiate with others and build secure relationships.

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Achievement Expected standard

Children are also developing increasing independence. They confidently take part in everyday routines and are encouraged to do things for themselves, such as cutting and peeling fruit and brushing their teeth. These experiences help children develop the self-care, confidence and independence they will need for their future learning, including their eventual transition to school. Overall, children make appropriate progress across the curriculum and develop the knowledge, skills and confidence expected for their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and are kind and considerate towards one another. They are developing positive relationships and learn to play alongside others, share experiences and join in games. For example, younger children enjoy playing together at the sensory table, scooping and pouring oats and water. Older children show care for others and are increasingly independent, such as putting on their own shoes. Babies are settled and secure, they benefit from music and movement sessions that support their physical development. Children enjoy moving their bodies, balancing and stretching as they participate in these activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear expectations for behaviour and consistently reminds children to use kind hands and treat others respectfully. She supports children to understand safe choices and responds calmly and positively when children test boundaries. For example, when younger children climb on furniture, she explains why this is unsafe and redirects them appropriately. Children generally engage well in activities and routines. New children are supported to learn the setting's expectations and routines and are becoming familiar with what is expected of them. The childminder maintains regular communication with parents about attendance and promotes the importance of children attending regularly. Overall, children behave well, develop positive attitudes towards others and are supported to become increasingly independent and responsible.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are well supported. The childminder provides a welcoming environment where children feel safe, secure and confident to explore and play both indoors and outdoors. Children have developed secure relationships with the childminder and confidently seek her support and reassurance when needed. The well-established routines provide children with a consistent structure to their day and support them to develop a sense of security.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles and helps children develop positive habits from an early age. Children have daily opportunities to be physically active through music and movement and enjoy regular access to the outdoor environment. The childminder provides fresh fruit and encourages children to make healthy choices. Children understand the importance of good oral hygiene and confidently brush their teeth as part of their daily routine. Mealtimes provide further opportunities for children to develop their independence and social skills. Children sit together, use good manners and are encouraged to manage aspects of their own care, such as cutting and peeling fruit. The childminder has considered recent guidance relating to safer eating and sleeping and ensures that appropriate procedures are followed. Children are appropriately supervised during mealtimes, helping to keep them safe. Overall, children experience consistent routines and a nurturing

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Children's welfare and wellbeing Expected standard

environment that supports their physical health, emotional security, independence and overall wellbeing.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that provides children with a range of experiences to support their independence, social development and communication and language skills. She places a strong focus on developing children's language and consistently models rich vocabulary in her interactions with them. Regular opportunities to share books, engage in discussions and listen to songs and rhymes support children to develop their communication and language skills.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of what she wants children to know and be able to do. She regularly reviews children's development through observations and uses this information to identify gaps and plan appropriate next steps. She recognises where children may need additional support with their language development and prioritises this through daily conversations, modelling language and shared reading.

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Curriculum and teaching Expected standard

Children generally engage well in their learning and enjoy the experiences provided. For example, children explore water and use a range of tools, such as pipettes, to develop their fine motor skills.

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Curriculum and teaching Expected standard

The curriculum is typically taught well and children benefit from the childminder's knowledge of their individual development. However, on occasion, the organisation of some routines does not sufficiently take account of children's readiness to be involved. For example, some activities can be too long for younger children and some lose interest before the activity has finished. As a result, younger children do not consistently benefit from the learning opportunities to the same extent as older children. Overall, children benefit from a well- considered curriculum that supports their development and builds on what they already know and can do. The childminder identifies children's next steps effectively and provides a range of purposeful experiences.

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Inclusion Expected standard

The childminder has a secure understanding of children's individual levels of development and their next steps in learning. She uses this knowledge effectively to identify any gaps in children's learning at an early stage and plans appropriate experiences to support their individual development needs. Although there are currently no children attending the setting with special educational needs and/or disabilities, the childminder has a sound understanding of her responsibilities in supporting children. She knows when it would be appropriate to seek advice and additional support from local partnerships and other professionals. She understands the importance of working collaboratively with professionals to identify and meet children's individual needs.

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Inclusion Expected standard

The childminder regularly reflects on how inclusive her provision is and has made appropriate adaptations to support children's access to learning. For example, she has introduced visual prompts to support children's understanding. She recognises that some children may require more targeted support to develop their communication and language skills and provides them with frequent opportunities to hear and use rich language throughout the day.

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Inclusion Expected standard

Typically, children benefit from a range of opportunities to develop their communication and language skills. The childminder uses songs, rhymes and books as part of children's daily routines. This helps children to develop their vocabulary, listening skills and enjoyment of stories and rhymes. Overall, the childminder demonstrates an appropriate and inclusive approach to meeting children's individual needs. She understands when additional support may be required and is prepared to work with other professionals to secure appropriate support. Her reflective approach enables her to make adaptations to the environment and provision to promote children's participation and learning.

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Leadership and governance Expected standard

The childminder has a robust understanding of what makes her setting unique and of the context in which she provides care and education. She has identified clear strengths within her practice and considers how she can further improve the quality of provision for children. She uses self-evaluation effectively to reflect on her practice, identify areas for development and consider the impact of any changes she makes.

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Leadership and governance Expected standard

The childminder has a secure understanding of the statutory requirements and ensures that these are met consistently. She keeps her policies and procedures under review and has considered recent changes in guidance, including safer eating and sleeping arrangements. She understands her responsibilities in relation to children who may require additional support and knows when to seek advice from relevant professionals and local partnerships.

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Leadership and governance Expected standard

The childminder has considered how she would use early years pupil premium funding to support children and their families, should this be applicable. This demonstrates her awareness of the importance of using additional funding effectively to address children's individual needs and promote positive outcomes. The childminder communicates well with parents and other professionals. She shares information about children's learning and development and provides opportunities for parents to continue children's learning at home. She is open to working with other professionals to strengthen her practice and secure appropriate support for children when required.

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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 are happy and settle quickly into the setting. They develop secure relationships with the childminder and with each other. Children confidently explore their environment, they seek the childminder out for reassurance and comfort when needed. For example, babies stretch out their arms for a cuddle when they become tired. This demonstrates the strong and trusting relationships children have with the childminder.

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

Children enjoy spending time with the childminder and confidently make choices about their play. They independently choose stories to share with her and typically engage well in group times. During morning group time, children talk about the day of the week and explore the letters at the beginning of words. These experiences support children to develop their communication, language and early literacy skills. Children are developing good levels of independence and take pride in what they can do for themselves. During snack time, children confidently cut and peel their own fruit, developing their fine motor skills and independence. Children also confidently brush their teeth as part of the morning routine. They understand the importance of brushing their teeth and are developing positive self- care habits. Children enjoy positive relationships with one another and show kindness and affection towards their friends. Older children offer hugs and praise their friends when they

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

achieve something independently, such as putting on their own coat. Children demonstrate that they feel secure and valued within the setting.

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

Children have opportunities to develop their physical skills through daily access to the outdoor environment. They enjoy riding bikes and using push-along toys, developing their balance, coordination and confidence in movement. The childminder has thoughtfully considered how the curriculum provides children with a range of experiences that build their knowledge and skills and give them a strong foundation for future learning.

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

The childminder works closely with parents to support continuity in children's learning. She shares activities for children to complete at home, enabling parents to extend children's learning and development beyond the setting. Overall, children enjoy their time at the setting and benefit from a nurturing environment where they feel secure, develop positive relationships and are encouraged to become increasingly independent.

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Next steps

The childminder should continue to consider how the curriculum and routines can be adapted to support children's developmental needs.

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About this inspection

The inspector spoke with the childminder and 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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