Childminder in Barnet

Inspection date

Previous inspection date 17/10/2012 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a good understanding of how children learn; she plans and provides a broad range of interesting activities that meet children's individual needs.  All children, including those who speak English as an additional language, make good progress in their early communication skills through constant interaction with the childminder.  Children enjoy their time playing in a safe, secure setting. They have a range of stimulating resources in both indoor and outdoor play areas.  The childminder has developed a good understanding of the provision's strengths and weaknesses through effective self-evaluation.

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It is not yet outstanding because

 The childminder does not provide many natural materials or resources for children to fully explore and investigate different textures, shapes and weights during spontaneous play.

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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 compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the main playroom and outside play area.

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Inspection activities

 The inspector sampled documentation and checked the evidence of suitability and qualifications of childminder.

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Inspection activities

 The inspector looked at children's learning profiles together with planning documentation.

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Information about the setting

The childminder was registered in 2011. She lives in a three-bedroom semi detached house, with her husband and two children aged four and six years in the London Borough of Barnet. Local shops, schools and parks are within walking distance. The childminder uses the ground floor for childminding purposes; children have supervised access to the first floor. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She currently cares for two children in the early years age range. She supports children who learn English as an additional language. The childminder offers care each weekday, all year round.

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

 provide a wide range of natural materials, resources and sensory experiences to enable children to explore weights, textures, and shapes.

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who attend

The educational programme for babies, toddlers and young children is good because the childminder provides many stimulating activities that interest children. She obtains detailed information from parents, about children's routines, likes and dislikes, and their starting points in their learning, determining what they can already do. This helps her settle children quickly, as well as providing them with new experiences that challenge their learning and development. She has a clear understanding of how children learn and closely monitors their progress towards the early learning goals. She effectively uses 'Development Matters', the guidance for the Early Years Foundation Stage, to help children make good progress in relation to their starting points. As a result, children are reaching expected levels in their learning and development consistently in most areas. In some areas, they are exceeding these levels, especially in physical development.

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who attend

Children whose first language is not English begin to develop good speaking and understanding. Young children benefit from constant interaction and respond well to playing with various interactive toys and resources. Children show an interest in books and readily access and enjoy listening to their favourite stories. In addition, the childminder repeats words in their home languages to increase their confidence. The childminder promotes children's knowledge of mathematics well through everyday activities, for example, she encourages children to count the number of apples in their snack bowl and they complete number puzzles. Children enjoy playing with shape sorters and puzzles, which enables them to recognise size and shape. Children socialise with others in their local community. The childminder takes them to the local playgroups and the local shops so they learn about their own communities. Children are physically active through daily

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who attend

outings to local parks or when playing in the well-equipped garden, where they run, jump, ride on bikes and use a variety of large apparatus.

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who attend

The childminder actively plays with the children while praising their achievements. Children can access and select their own toys; the playroom is set up so young children pursue their play and learning to their own satisfaction. The childminder has embraced the process of assessment for children. She ensures that she completes regular observations of the children to help her plan appropriate activities that promote their progress. She has also put in place the formal assessment for the two-year-old check. By sharing the children's achievements with parents, she establishes a good working partnership in deciding the areas that need more attention. This provides a firm foundation for children's next steps in their learning and development.

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

Children show strong bonds with the childminder and clearly feel safe and comfortable in her care. This gives them the confidence to independently explore their environment and learn to play alongside one another, developing good relationships. The childminder is a good role model and helps children learn about good behaviour. She encourages them to share resources and take turns. Babies and very young children settle quickly because of the warm welcome they receive. The childminder develops strong bonds with babies by ensuring their routines are uninterrupted, especially during the early stages of settling in. The childminder works with parents well to ensure she follows home routines and understands about any particular cultural or religious requirements.

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

Children tidy up by themselves and use large brooms, brushes, and pans to sweep up their toys and put them away in the correct storage units, demonstrating their awareness of how to stay safe. Children progress well because they have fun in well-resourced play areas giving them a broad range of experiences. However, the childminder does not provide many natural materials for children to explore spontaneous, as these resources are usually available in pre-planned activities.

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

Children look forward to their outside play where they develop their coordination and physical skills, while learning how their bodies benefit from healthy exercise. The childminder talks to children about drinking plenty of water and eating fresh fruit and balanced meals. Children learn personal hygiene through daily routines. Babies feel safe and secure when the childminder is changing their nappies; they smile with pleasure and feel included as well as enjoying the feeling of comfort and cleanliness. Older children's self-help skills are developing well as they independently address their personal hygiene needs and dress themselves. This helps them to prepare for school and gives them the confidence and core skills required to aid smooth transitions.

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provision

The childminder shows a secure understanding of child protection issues. She has attended safeguarding training to increase her ability to keep children safe. She keeps her home secure and ensures children learn safe practices, such as crossing roads safely and regular fire drills. The childminder has developed an effective self-evaluation process that enables her to consider aspects of her provision she would like to improve. The childminder's thorough regular monitoring of children's progress, together with effective planning enables children to make good progress in relation to their starting points. She recognises when individual children need additional support, for example those who have English as an additional language, and works well with parents to support children's needs.

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provision

The childminder has a close relationship with parents. She actively seeks the views of parents and responds to their comments. For example, she texts and sends photographs to parents, to keep them abreast of any milestones and shares their learning journeys with them. As a result, this enables parents to become involved in their children's learning. The childminder provides parents with clear policies and procedures so they understand about the service she offers. The childminder has good links with other professionals and agencies that are involved with the children. This means that children receive the appropriate support they need to help them build strong foundations in their early years.

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The Childcare Register

The requirements for the compulsory 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 EY420534 Local authority Barnet Inspection number 753195 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

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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: 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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