Arslan, Jana

Childminder

Unique reference number (URN): 2828673 Registered with Ofsted: 09/04/2025 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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Achievement Expected standard

Children typically make positive progress from their starting points. During settling-in periods, the childminder completes regular observations of children to identify their individual stages of learning. The childminder encourages children to self-regulate. For example, children learn how to calm themselves down when they feel upset and understand why it is important to share and take turns with their friends. As a result, children generally develop the skills they need to manage their emotions independently.

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Achievement Expected standard

The childminder prioritises developing children's independence and confidence. For example, children use appropriate chopping boards and safe knives to prepare their own snacks. As a result, children become increasingly confident in completing tasks for themselves, while also developing their fine motor skills and practical skills they need to manage everyday tasks.

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Achievement Expected standard

Children demonstrate an understanding for following simple instructions, such as putting on their shoes and coats before going outside and helping the childminder to tidy up. Children take pride in daily tasks, such as preparing activity tables for mealtimes. They confidently use spray bottles of water and cloths to clean surfaces and show enjoyment when doing so. As a result, children develop valuable practical skills, such as how to clean their environment, as well as taking responsibility for completing these tasks independently.

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Behaviour, attitudes and establishing routines Expected standard

Children typically build positive and secure bonds with the childminder. They confidently seek affection and reassurance from her throughout the day during play. This demonstrates that children feel emotionally secure in the childminder's care and trust her to respond positively to their individual needs. The childminder models positive behaviour and supports children to develop their social skills. For example, she demonstrates how to take turns appropriately and uses resources, such as sand timers, to help children understand this skill. As a result, children begin to understand expectations for sharing and turn-taking and develop positive interactions with others.

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Behaviour, attitudes and establishing routines Expected standard

Children typically enjoy playing collaboratively with one another and form positive relationships with their peers. Children enjoy working together during play. For example, they work together to build dens using tables and blankets and enjoy using dough resources to make pretend campfires. This helps children to develop their social skills as they learn to share ideas in engaging learning experiences, as well as playing alongside one another during play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance and punctuality to parents. Parents are regularly reminded by the childminder to contact her about any changing circumstances that may affect attendance. This is done through daily conversations at collections and drop offs, as well as newsletters that are sent out to parents. As a result, parents typically understand the importance of children consistently attending the setting, for them to benefit from various learning experiences.

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Children's welfare and wellbeing Expected standard

The childminder typically ensures that children develop a positive understanding of how to keep themselves healthy and manage their own self care needs. For example, children understand where they go to wash their hands, and understand the importance of using soap. The childminder encourages children to thoroughly wash their hands before mealtimes by using language such as 'in between fingers' and 'round and round'. As a result of this, children are familiar with the routine of regular hygiene practices and learn how to manage their own self care needs independently.

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Children's welfare and wellbeing Expected standard

The childminder provides children with healthy, balanced foods throughout the day. For example, children are offered fruit at snack time, and they practise preparing their own snack independently using appropriate cutlery. The childminder generally provides children with balanced meals at lunchtime, incorporating a range of food groups. As a whole, this helps children begin to understand the importance of making healthy food choices while developing skills to support healthy habits.

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Children's welfare and wellbeing Expected standard

The childminder understands her role to support children during sleep time. There are appropriate measures in place to ensure children are safe during sleep times. For example, the childminder provides mats for children to rest on. This helps children to develop consistent sleep routines, and gives them opportunities to rest, meaning that they are ready and engaged in learning.

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Curriculum and teaching Expected standard

The childminder has an accurate understanding of what she would like children to be able to do at her setting. For example, there is an emphasis on children developing their independence across all areas of their learning. The childminder positively incorporates mathematics into everyday learning and interactions. For example, during activities, the childminder will generally ask children about the different sizes of materials, helping them understand concepts, such as 'big' and 'small', and to begin to compare objects. As a result, children develop their mathematical understanding through meaningful experiences as they play and explore.

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Curriculum and teaching Expected standard

The childminder incorporates activities to help children understand the world around them. For example, at the beginning of each day, the childminder will complete a daily calendar with children, while holding conversations around topics such as days of the week, the weather and how they are feeling. This helps children to recognise patterns and changes in their everyday environment, while also developing their awareness of their own feelings and emotions. As a result, children's understanding of the world, and personal, social and emotional development are promoted through everyday activities and interactions.

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Curriculum and teaching Expected standard

Opportunities to extend children's communication and language through purposeful interactions are sometimes missed. For example, during some activities, the childminder misses children's cues to engage in conversation, such as asking further questions. This means that opportunities to introduce new vocabulary and extend children's communication and language further are sometimes limited, and, as a result, children are not taught to consistently use their language to explain their thinking.

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Inclusion Expected standard

The childminder typically identifies children's individual needs and considers the support needed to ensure children can participate in their learning. The childminder communicates effectively with parents to understand children's starting points and completes regular observations when children first attend to identify current stages of development and emerging needs.

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Inclusion Expected standard

Where children may face barriers to learning, such as speaking English as an additional language, the childminder seeks appropriate advice from external professionals, such as local authority inclusion officers, regarding appropriate strategies to support children. This promotes partnership working with others for the childminder to identify strategies to best support the children within the setting for them to make positive progress.

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Inclusion Expected standard

Occasionally, the childminder misses opportunities to further develop her knowledge of how to support children with special educational needs and/or disabilities (SEND). For example, through additional training in supporting children with SEND. As a result, this limits her understanding of the wider range of needs of children, and how she can appropriately adapt her setting to effectively respond to children's individual needs.

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Leadership and governance Expected standard

The childminder regularly reflects on her own provision and typically takes appropriate steps to develop her practice further. For example, she has completed training for her own continuous professional development, relating to supporting children's communication and language, as well as supporting and understanding their behaviour. As a result, the childminder expands on her knowledge further and understands how children's individual needs can be met.

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Leadership and governance Expected standard

The childminder regularly communicates with parents through daily feedback in person and electronically. The childminder will provide regular updates for parents and will discuss activities that have taken place during the day, mealtimes and sleep times. Parents report that they benefit from regular updates and communication from the childminder. This encourages partnership working between the childminder and parents and supports a consistent approach to children's development both at home and at the setting.

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Leadership and governance Expected standard

The childminder regularly receives support and communication from the local authority. For example, through training programmes and specialised support from professionals. This helps the childminder to continually develop her knowledge and practice and make appropriate improvements that encourage the positive learning experiences that children receive.

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Leadership and governance Expected standard

The childminder understands where to seek additional support from external professionals, such as social services, where necessary. She has experience working collaboratively with other professionals and understands the importance of sharing accurate information. This means that children and families can receive effective support where needed.

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

Children happily arrive at the setting and are ready to start their day. Children are greeted by the childminder and feel excited about starting their play with the activities that are on offer. This shows that children settle in well to the setting and are eager and ready to learn.

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

Children quickly participate in activities that are set up, such as pretend cupcake making with dough, using cupcake cases and materials such as herbs and stones. Children enjoy chatting to the childminder during play and feel a sense of pride with their creations. As a result, children are confident to explore their own ideas and use their imagination confidently, while developing positive relationships with the childminder through verbal interactions.

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

Children benefit from a free-flow environment, where they can independently explore a range of resources and activities reflecting on their own interests. Children confidently make choices about their play, and the childminder positively responds when children express what they would like to do. For example, children show a keen interest in outdoor play and are excited to explore the garden area. As a result, children's interests and choices are valued, supporting them to remain engaged in play and become confident learners.

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

Children benefit from regular outings to local groups and parks. They show excitement when talking about visiting local parks later in the day, and are supported by the childminder to understand what happens now and what comes next. As a result, children understand the structure and routine of the day, as well as benefiting from varied learning experiences, helping them to develop a sense of understanding of the world around them.

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Next steps

The childminder should extend her knowledge in supporting children with special educational needs and/or disabilities, to identify appropriate strategies and support to ensure children can achieve positive outcomes in their learning. The childminder should strengthen the quality of her interactions with children further by using purposeful conversations and questioning to extend children's communication and language.

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About this setting

Operating hours: Monday,Thursday,Friday : 09:00 - 16:00,Wednesday : 07:30 - 16:00,Tuesday : 09:00 - 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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About this inspection

The inspector spoke with the childminder and parents and carers 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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