Mohamed, Roda

Childminder

Unique reference number (URN): EY433147 Registered with Ofsted: 20/10/2011 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 gain the knowledge and skills appropriate for their age and stage of development. Children develop independence; they wash their own hands and help to tidy up toys. They demonstrate focus and concentration as they thread chunky beads onto strings and recognise the different colour patterns they make. They build physical skills by carrying buckets of water, digging with large spades and jumping on a trampoline. Children show hand–eye coordination when using pencils and crayons to create artwork. They peel off stickers to share with friends, reminding each other that 'sharing is caring'. This shows they are developing social skills that will prepare them for their next stage of learning. Children make choices and show genuine enthusiasm in their play. Children are confident; they express how they are feeling and share their ideas. However, the interactions they receive from the childminder are not yet of a consistently high standard. This means that

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Achievement Expected standard

children are not yet able to make the very most of their learning opportunities.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well; they use polite manners and listen to instructions. The childminder is a positive role model; she uses praise with the children to promote expected behaviours. When children do begin to argue, she calmly addresses the conflict. The childminder offers reassurance and guidance to children. This helps them to manage their feelings and stay engaged in play. The childminder is typically responsive to children's individual needs. This inclusive approach helps children feel valued and develops their confidence, enabling them to typically take part in the daily routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has organised the setting in a way that allows children to easily select resources to play with and activities they would like to do. This promotes enthusiasm for learning. Children happily collaborate during imaginative play, pretending to be customers and shopkeepers, using 'please' and 'thank you'. The childminder regularly visits library sessions and local playgrounds to give children further opportunities to play alongside their peers and develop social confidence in larger groups.

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Behaviour, attitudes and establishing routines Expected standard

The childminder records children's arrival and departure times. She contacts parents and carers within the hour when children are unexpectedly absent. The childminder understands the importance of monitoring absences to ensure the safety of children.

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Children's welfare and wellbeing Expected standard

The childminder typically helps children understand their emotions. For example, when children become frustrated, she acknowledges their feelings and offers reassurance. This generally has a positive impact on their wellbeing. The childminder has secure attachments with the children, which helps children feel safe, valued and ready to learn.

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Children's welfare and wellbeing Expected standard

Overall, the childminder provides a range of opportunities for the children to develop independence. For example, children hang up their belongings on arrival. However, at times, the childminder is quick to intervene and help the children to manage self-care tasks, such as cleaning their noses. This does not always support children's growing independence. Mealtimes typically promote children's safety and welfare. Children wash their hands before eating and are supported to cut their own fruit. The childminder supervises them closely and checks that all food, including items brought from home, is prepared to minimise choking risks. She highlights the need for a healthy packed lunch to parents and carers and talks to the children about why healthy foods are important for our bodies. At times, the childminder does not consistently explain reasons behind rules that keep children safe. For example, when children try to stand up when eating, she responds calmly with reminders. However,

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Children's welfare and wellbeing Expected standard

she does not explain why this is not safe for them. Consequently, children are not always supported to develop understanding of personal safety.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder has strengthened curriculum sequencing so that experiences are planned according to what children know and can do. She uses assessment to ensure that children's progress is monitored in line with the early years framework. She has made improvements to her provision to ensure that children have opportunities to progress in all areas of development, both indoors and outdoors. With the support of the local authority, the childminder has worked successfully to address the actions from the previous inspection. This has had a positive impact on what children learn and experience each day.

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Curriculum and teaching Expected standard

The childminder typically encourages children's communication and language development well. Teaching is warm, responsive and inclusive. She talks to children about what they are doing as they play and asks them age-appropriate questions to promote their thinking. However, the childminder does not use every interaction as an opportunity to help children excel in their learning even further. This means that children do not consistently have opportunities to further develop understanding of new concepts. Mathematics is promoted frequently, such as identifying colours and shapes, counting, exploring patterns, and using language such as 'full' and 'empty' during sand and water play.

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Inclusion Expected standard

The childminder ensures she gets to know families well when they join so she can offer an inclusive environment. She promotes children's diversity and cultures through discussions with children, where they enjoy sharing experiences of their home life. This helps children develop their sense of belonging. The childminder is alert for changes in children's behaviour and in their family lives. Through her positive relationships with parents and carers, the childminder can explore these changes. This helps her to identify any barriers to learning for children. The childminder has identified further professional development in relation to special educational needs and/or disabilities (SEND) and is keen to strengthen her knowledge and understanding to further enhance the support she provides. However, she is in the early stages of planning this.

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Inclusion Expected standard

Although there are no children attending with SEND, the childminder demonstrates a secure understanding of the steps she would take should concerns arise. This includes seeking advice from relevant professionals and working closely with parents and carers to ensure children receive appropriate support. The childminder has no children who currently receive additional funding. However, she understands how funding generally should be used to support children's individual needs.

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Leadership and governance Expected standard

The childminder has made significant improvements to the learning environment to enhance children's safety, leaning experiences and wellbeing. The childminder has built professional relationships with advisers from the local authority early years team to gain advice and guidance for her provision. Through this partnership, she has improved the resources on offer in her provision and strengthened her understanding and knowledge of effective teaching. The outdoor learning and development opportunities now foster children's curiosity, promote exploration and encourage sustained engagement.

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Leadership and governance Expected standard

The childminder typically has a clear understanding of her roles and responsibilities. She is reflective on her practice and knows the children she cares for and their families very well. The childminder has developed her knowledge and understanding of being an effective key person to ensure every child's care is tailored to their individual needs. The childminder ensures she keeps up to date with mandatory training and updates. She demonstrates sound understanding of safe recruitment procedures and checking for staff's ongoing suitability.

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Leadership and governance Expected standard

The childminder has taken meaningful action since the previous inspection and regulatory visits. She has improved safer eating practices, paediatric first-aid arrangements and the safety of the premises. Record-keeping is maintained accurately, and she has improved the observation and planning process. Parents are kept up to date with their children's learning and progress through instant messaging and detailed verbal handovers. They appreciate the flexible sessions the childminder provides. The childminder acts in the best interests of children and has highlighted further training that would support her to further meet the needs of children with special educational needs and/or disabilities.

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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 in this homely, nurturing setting and enjoy attending. The childminder welcomes them in warmly, which makes them feel safe and ready to start the day. The childminder gets to know the children well. She knows their routines, interests and family circumstances and is responsive to their changing needs. For instance, she notices when the children need emotional support and offers comfort, reassurance or a gentle distraction. She has a secure understanding of their unique personalities and individual needs and, overall, adapts her approach appropriately.

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

Following the previous inspection, the childminder has developed a curriculum that supports children to make secure progress from their starting points. Children benefit from a range of opportunities that support their learning and development. Targeted teaching and close monitoring ensure children make progress from their starting points. This helps to ensure that children are well prepared for the next stage of their learning. The childminder focuses on children's communication and language skills effectively. For example, she repeats back what children say, asks questions, narrates their play and encourages discussion. The childminder supports children to express their ideas through conversations.

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

The children benefit from accessing a climbing frame, slide, trampoline and scooters to support their physical development. Children dig and scoop using spades to make pretend mud cakes for relatives' birthdays in the mud pit. They celebrate when they successfully make sandcastles and sing 'Happy Birthday' together, pretending to blow out the candles. Children are confident learners and take great pleasure in trying new things. They keep trying, even during tricky tasks, and demonstrate growing independence. They confidently access a range of resources and choose what they would like to play with, inviting the other

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 08:00 - 19:00

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About this setting

Local authority: Hillingdon children and childminder to join them. The childminder is a positive role model and promotes turn-taking and caring for others.

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Next steps

The childminder should ensure children are consistently encouraged to do things for themselves to further support children to develop their self-care skills and independence. The childminder should enhance her professional development to deepen her understanding of working with early years children, in particular for working with children with special educational needs and/or disabilities. The childminder should strengthen teaching to consistently support children to learn why some behaviours are unsafe. The childminder should consistently use high-quality interactions to further enhance the learning experiences of all children.

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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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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. 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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