Childminder in Barnet

Inspection date

Previous inspection date 11/09/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children's individual needs are supported well through close, strong attachments with the childminder that help them to feel happy and content. Children respond well to the childminder's sound interaction and engagement as she provides them with sufficient challenge in their play; as a result children show reasonable levels of independence and imagination and curiosity as they engage in play.  The childminder has a sound understanding of the how young children learn and has formed close relationships with the parents; through daily discussion which assists the childminder to be flexible by providing age appropriate toys and activities that relate to children's interests. As a result, children willingly take part in activities.  The childminder has a suitable understanding of her role and responsibility to promote the care of the children. She has systems to evaluate the quality of her practice and

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This provision is satisfactory

has some suitable plans for the future improvement of her provision, which include developing the observation, assessment and planning systems.

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It is not yet good because

 Children's understanding of the world is not fully planned for by the childminder, as she does not provide sufficient activities that teach children about fully exploring the outdoor environment or posing carefully framed questions to enhance their curiosity and critical thinking.  Younger children and babies do not have sufficient daily access to natural resources that allow them to explore textures and materials as part of their exploration of the world around them.  Children do not have sufficient access to investigative tools in daily play to provide stimuli and opportunities to observe things closely.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 Discussions were held with the childminder.  Children's activities were observed .

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Information about the setting

The childminder registered in 2012. She lives with her husband and three children in the London Borough of Barnet, close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder's home and one bedroom on their first floor are used for childminding. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Currently there are three children on roll in the early years age range.

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must:

 develop the programme for understanding the world by: giving children opportunities to design practical, attractive environments; providing a range of everyday objects for babies to explore and investigate such as treasure baskets; and encouraging the use of words that help children to express opinions and pose carefully framed open ended questions

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To further improve the quality of the early years provision the provider should:

 provide opportunities to observe things closely through a variety of investigative tools and means, including magnifiers and photographs

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To further improve the quality of the early years provision the provider should:

 build in opportunities for younger children to play with natural materials before using them in planned tasks.

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who attend

Children are happy and settled in the home of the childminder. They respond well to the childminder's interaction and engagement as she provides them with sufficient challenge in their play. While activities broadly reflect children's individual learning needs, the childminder does not consistently plan for all areas of learning effectively to meet the differing ages of children in her care. She makes appropriate use of planning and observational assessments to help her monitor children's progress, although systems are in the early stages of development. The childminder is able to identify what children can do; and is beginning to consider ways to support the current learning and development through the early learning goals, using Development Matters. However, she does not make the most of the opportunities to extend children's learning and development in all areas. For example, the childminder does not fully promote and plan for the area of

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who attend

learning understanding the world. This is a breach of the learning and development requirements. As a result, children do not have regular opportunities that involve them to make sense of the physical world, fully explore, observe and find out about the environment.

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who attend

Children are provided with a satisfactory range of experiences that help them develop sound skills in some areas of learning. The childminder extends some of children's interest by using appropriate questioning to develop their imaginations and early communication and language and literacy skills. For example, children enjoy listening to stories and happily cuddle up to the childminder to look at the pictures in the book. Their language is as the childminder generates conversation and children repeat familiar words, and introducing phonics. The childminder listens to children and responds appropriately. For example, when children play imaginatively with dolls, they learn about how to care for them and are able to represent their thoughts and feelings as they engage in conversation with the childminder asks questions them and encourages children to express themselves.

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who attend

The home is well organised and children have access to choose their toys independently. The childminder appropriately uses the resources suitably to support children's learning and development in most areas. However, young babies do not have daily opportunities to experience a range of natural materials that teach them to learn about different textures. Children play with a suitable range of age appropriate resources that keep them sufficiently interested and engaged. For example, children have access to an interactive laptop and play phone, which teaches young children about how to use a range of technology. However, there are not many investigative tools to further enhance play and give them opportunities to look at things more closely and further their curiosity for learning. Children's learning is suitably promoted in other activities that encourage simple skills in mathematics. Children are able to learn about naming shapes, quantities and

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who attend

modelling counting. For example, as children play with large construction materials and build a tower with three blocks. The childminder sensitively supports children as she asks questions about how many blocks there are and counts from one to three and talks about how tall the tower is. In addition, children have access to a suitable variety of art and craft activities to develop their creative skills. Children also demonstrate suitable levels of curiosity as they draw pictures and represent their ideas using a variety of mark-making materials.

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The contribution of the early years provision to the well-being of children

Children's individual needs are generally promoted well by the childminder. The childminder gathers sufficient information from parents, which is then used to develop close bonds with her and the children through the settling-in sessions. The children are happy and feel safe and secure in the childminder's home. The childminder praises the children's achievements enthusiastically, saying 'you are clever' as they help to tidy away the toys. As a result, children's contributions are recognised and they feel valued, which helps to boost their confidence and self-esteem.

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The contribution of the early years provision to the well-being of children

Children understand that unacceptable behaviour may put others at risk of harm. They generally behave well and care for their environment and resources. Children are becoming aware of how to stay healthy. They follow appropriate hygiene practices, such as washing their hands after a messy activity. They eat suitable nutritionally-balanced meals and enjoy eating fresh strawberries and apples at snack times. Children regularly ask for water to quench their thirst, recognising their own needs. The childminder encourages the children to walk to the school and the local park to engage in physical activity. They regularly visit the local shops as they become familiar with the local area. This raises children's awareness of their local community and they show some understanding of the society in which they live. The childminder builds children's self- confidence. Older children are prepared for school, as she talks to them about their new

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The contribution of the early years provision to the well-being of children

teachers and maintains suitable relationships with the nursery school teachers. Overall, children generally secure the skills they require in order to progress in their learning.

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provision

The childminder is sufficiently organised with the necessary documentation in place to support children's safety and welfare. The childminder uses her policies and procedures to support her practice and shares them with parents. She has a sound understanding of the procedures to follow if she has a concern about a child. This contributes towards safeguarding children. She completes regular risk assessments for all areas that children use, which helps her to identify and minimise risks to children. The premises are suitably organised to allow children to move freely and safely around while they play.

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provision

The childminder develops positive relationships with parents, which support her in following children's individual needs. The informal discussions at the beginning and end of the day make sure that there is a regular exchange of information with parents about their child's well-being. Parents are happy with the care provided and the childminder's flexibility in accommodating their individual family's needs. Additionally, the childminder has begun to share observations and assessments with parents. Hence, this allows some opportunities for parents to be included in their children's learning. The childminder has started to link with other early year's settings that children attend, which contributes towards providing continuity of care and learning.

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provision

The childminder recognises the importance of continuing to develop her childminding provision and works with others to share good practice. She has a sound understanding of her responsibilities in meeting the learning and development requirements. This includes the extent to which she monitors the planning and delivery of the educational programmes; the consistency of assessment; and the monitoring of children's progress. As well as the extent to which monitoring identifies the groups of children who may need extra support to close gaps in learning

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provision

She takes positive steps after recently attending training courses that have resulted in her making improvements to planning and assessment for the new Early Years Foundation Stage framework. She shows a suitable capacity for improvement and her self-evaluation is still developing. She has currently begun childminding and has begun to develop to highlight some areas for further improvement and take into account the views of parents and children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY443719 Local authority Barnet Inspection number 787493 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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