Begum, Muhina Kyinat

Begum, Muhina Kyinat

Unique reference number (URN): 2890146 Address: Old Baptist Church, London Road, Purfleet-On-Thames, RM19 1QT Type: Childminder without domestic premises Registered with Ofsted: 16/06/2026 Registers: EYR, CCR, VCR Registered person: Muhina Begum

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make appropriate progress across the 7 areas of learning, with particular strengths emerging in communication, physical development and independence. Children develop well from their starting points. For example, children progress from crawling to walking and now communicate their needs more effectively, using words such as 'hello', 'bye' and 'drink'.

p.2

Achievement Expected standard

Children develop essential skills for their next stage of learning. They confidently use physical equipment, persevere when challenges arise and develop self-care skills such as clearing away dirty plates, accessing drinking bottles and wiping their noses. They also develop early mathematical understanding through counting and exploring quantity in everyday experiences.

p.2

Achievement Expected standard

Children with additional needs and those who speak English as another language make clear progress from their individual starting points. For example, children with speech and language needs have increased their interaction with others. Children learning English develop their vocabulary and communication well, gaining the knowledge, skills and confidence needed to progress to their next stage.

p.2

Behaviour, attitudes and establishing routines Expected standard

Transitions between parts of the routine are not yet consistently used as learning opportunities. For example, children are less focused during periods of lining up while they wait for their friends. At times, this results in children becoming disengaged, which occasionally affects their ability to follow routines effectively.

p.2

Behaviour, attitudes and establishing routines Expected standard

However, the childminder promotes positive behaviour through consistent expectations, warm relationships and predictable routines. Children receive praise and encouragement, helping them to understand expectations and develop positive attitudes towards others and their learning. Staff model respectful behaviour and support children to manage emotions and resolve disagreements appropriately. Children understand how their behaviour affects others, develop positive relationships and increasingly manage their emotions and disagreements independently. As a result, children interact respectfully and feel secure within the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children engage well and show curiosity, confidence and perseverance. The childminder supports them to develop positive attitudes towards learning, particularly when activities reflect their interests. For example, children remain engaged during outdoor experiences and develop independence through familiar self-care routines such as handwashing. Therefore, children feel secure and willing to explore and learn.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder takes an inclusive approach to behaviour and routines, adapting support to children's individual circumstances. For example, the childminder adapts attendance arrangements for children whose attendance is affected by parental health issues, offering afternoon sessions when early attendance is difficult. This reduces barriers and supports consistent attendance and settling. Children experience positive relationships and predictable routines that support their emotional security and engagement. The childminder responds sensitively to children's individual needs, helping them feel welcome, valued and confident to explore and learn.

p.2

Children's welfare and wellbeing Expected standard

The childminder prioritises children's welfare through warm relationships, responsive care and routines that reflect individual needs. She gathers information from parents and works with families and professionals to understand children's circumstances and provide appropriate support. The childminder responds sensitively to changes in children's emotional wellbeing. For example, when children experience changes to family dynamics, the childminder recognises changes in behaviour, works with the parents and supports access to therapy. As a result, children's wellbeing has improved and they engage positively.

p.3

Children's welfare and wellbeing Expected standard

The childminder and assistants promote children's physical and emotional wellbeing through daily outdoor play, opportunities for movement, healthy routines and support with self-care. Children develop increasing independence in tasks, such as putting on coats, accessing drinks and managing personal care, which supports their confidence and sense of security.

p.3

Children's welfare and wellbeing Expected standard

Safer eating and sleep practices are followed well, taking account of children's individual needs and routines. They supervise children appropriately during meals and follow agreed sleep arrangements to promote children's safety and comfort. Children develop positive, safe routines around eating and sleeping, which gives parents confidence that their children's welfare is prioritised while in the setting.

p.3

Children's welfare and wellbeing Expected standard

Children are supported to recognise and express their emotions through sensitive interactions, modelling language and supporting them to talk about how they feel. When children experience difficult emotions, the childminder responds calmly and helps them understand and manage their feelings. This supports children to feel emotionally secure, develop confidence and increasingly manage their feelings and relationships with others.

p.3

Children's welfare and wellbeing Expected standard

The childminder does not yet demonstrate a consistently high level of impact across some aspects of children's wellbeing. While discussions are held with children around healthy lifestyles, opportunities to develop their understanding around making healthy choices are not yet sufficiently embedded.

p.3

Curriculum and teaching Expected standard

The curriculum for babies has recently been revised, and continuous provision is newly embedded. The childminder recognises that transitions between parts of the routine are not always used as learning opportunities, meaning children can sometimes disengage. Therefore, the curriculum is not yet consistently embedded enough to demonstrate stronger impact.

p.3

Curriculum and teaching Expected standard

However, the childminder has developed a curriculum that prioritises communication, language, physical development and independence across the 7 areas of learning. The childminder identifies children's starting points through parental information, entry assessments and observations. The childminder uses these to plan next steps and experiences. As a result, children's individual learning needs are supported, and opportunities build on what they already know and can do. Therefore, children make progress from their starting points and receive appropriate support to develop their knowledge, skills and independence.

p.3

Curriculum and teaching Expected standard

The recent move from child-led activities to a balance of adult and child-led activities has improved children's progress. For example, the childminder uses mud, water and sand play to introduce vocabulary and concepts, while songs, books and everyday routines develop communication and independence. Children engage well and show increasing confidence, concentration and enjoyment.

p.4

Curriculum and teaching Expected standard

Physical development is embedded professionally through daily access to the garden, slides, ball games and activities. Mathematics is woven into everyday experiences, including counting during songs and discussing quantities at mealtimes. Children have regular opportunities to develop physical skills and begin to apply mathematical concepts in meaningful contexts.

p.4

Inclusion Expected standard

The childminder implements an inclusive approach by identifying children's individual needs through information from parents, observations and ongoing discussions. She adapts routines and the provision sensitively to reduce barriers to participation. For example, the childminder plans thoughtful experiences to support children's transitions to the toddler area, helping them confidently prepare for upcoming changes. These adjustments help children settle, become more independent and make progress in communication.

p.4

Inclusion Expected standard

The childminder works well with the special educational needs support officer in the local authority to meet children's additional needs. For children with speech and language needs, staff introduce visual cues, and Makaton, to increase interactions. They use visual cues such as flashcards, songs, narration and home-language information, to support children who speak English as an additional language (EAL). As a result, children understand and communicate their needs openly, participate confidently in activities and develop their English vocabulary. In particular, children who speak EAL are supported to make progress in communication while still valuing their home language.

p.4

Inclusion Expected standard

The childminder identifies and responds to individual barriers appropriately, helping children feel secure and make meaningful progress. She works with parents to reduce barriers to attendance and settling in. By offering different sessions when early attendance is difficult, the childminder provides greater flexibility and helps the children access the provision more consistently. This supports their emotional security, engagement and ability to build relationships, helping them to participate more successfully in learning and development.

p.4

Leadership and governance Expected standard

The childminder provides positive and purposeful leadership and has made significant improvements to the quality of provision. She has a clear understanding of children's needs and uses self-evaluation to identify areas for development. She has recently reviewed and strengthened the curriculum with her assistants. For example, the childminder ensures that children now have more consistent opportunities to learn through play. She recognises that transitions between parts of the daily routine do not always maximise learning and is working to improve this. These developments are helping to strengthen the consistency and impact of children's experiences.

p.4

Leadership and governance Expected standard

The childminder is aware that supervision for her assistants is not yet consistently effective or undertaken at appropriate intervals. She recognises this and understands the need to strengthen supervision and reflective practice. As the curriculum, routines and supervision arrangements continue to embed, the childminder is well placed to build further consistency. However, the childminder's oversight is thoughtful and improvement-focused, which has a positive impact on children's experiences, wellbeing and learning, although practice is not yet sufficiently embedded across all areas.

p.5

Leadership and governance Expected standard

The childminder values her assistants and supports their professional development. She uses training, including inclusion-focused learning, such as Makaton, to increase assistants' knowledge and improve practice. Assistants work collaboratively with the childminder and external professionals to meet children's individual needs. This supports assistants' confidence and helps to ensure that children receive appropriate support.

p.5

Leadership and governance Expected standard

The childminder maintains positive relationships with parents and seeks their views and information about children's development and circumstances. The childminder and assistants use this information to adapt provision and routines, supporting continuity between home and the setting. Partnerships with professionals also help the setting respond appropriately to children who require additional support.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

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

Children experience a warm, welcoming and nurturing environment where they feel safe, valued and cared for. They develop positive relationships with the childminder and any assistants she works with. These adults know them well and respond sensitively to their individual needs. The key person and buddy system provides children with familiar adults who understand their interests, routines and development. Children benefit from praise and encouragement, which helps them develop confidence, self-esteem and a willingness to explore their surroundings.

p.6

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

Children enjoy a varied range of experiences and increasingly engage positively in their learning. The introduction of continuous provision gives children greater opportunities to explore, make choices and remain involved in play, rather than waiting for activities to be prepared. Children enjoy sharing books, singing and taking part in everyday experiences that develop their communication, understanding and enjoyment of learning. They have opportunities to independently explore resources, such as the mud kitchen, and follow their own interests, supporting curiosity and perseverance.

p.6

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

Children develop positive social skills and learn to consider the feelings of others. When disagreements occur, children are supported sensitively to understand how others may feel. This enables the children to develop respectful relationships and manage social situations appropriately.

p.6

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

Children develop independence through everyday routines and experiences. For example, older children confidently clear away their own plates after eating and take part in conversations about healthy choices. Children also develop physical skills through opportunities for movement and active play. They show growing confidence in managing aspects of their own care and participating in familiar routines.

p.6

Address:

Old Baptist Church London Road Purfleet-On-Thames RM19 1QT Children are thoroughly included and their individual circumstances, abilities and home experiences are valued. They receive appropriate support to participate and make progress from their starting points. Children achieve, belong and thrive. They feel secure, enjoy their experiences, develop positive relationships and gain the knowledge, skills, confidence and independence they need for their future learning and development.

p.7

Next steps

The childminder should ensure that assistants receive regular and effective supervision, identify training needs and reflect on how they can improve their practice, so that children continue to receive consistently good care and support. The childminder should ensure that transitions between parts of the daily routine are consistently used as purposeful learning opportunities so that children remain engaged and continue to make progress throughout the day. The childminder should provide children with regular opportunities to learn about healthy lifestyles and make informed, healthy choices, so that they develop a secure understanding of how to support their own health and wellbeing.

p.7

About this inspection

The inspector spoke with the childminder, assistants, children and their parents during the inspection.

p.7

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. Type: Childminder without domestic premises

p.7

About this inspection

Operating hours: Monday,Friday : 08:00 - 18:00

p.8

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.9

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.9

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.

p.9

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 .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9