Childminder in Barnet

Inspection date

Previous inspection date 01/11/2012 15/12/2011

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early years provision

This inspection: 2 Previous inspection: 4 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

 Children are happy and settle well in the care of the childminder and her assistants. They demonstrate feelings of security and confidence.  Children make good progress in their learning and development. They have access to a wide range of resources that challenge and interest them.  The childminder establishes good partnerships with parents to keep them informed of their child's day, their achievements and future learning. This helps parents to become involved in their child's learning at home.  The childminder promotes children's dual language well and there is a good balance of opportunities for children to play and learn in all spoken languages.

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It is not yet outstanding because

 Although children have great fun during outdoor play in the appealing garden area, the childminder has not introduced a full educational programme across all areas of learning.  Children learn about safety within their environment. However, this does not extend to relevant safety issues outside the setting; for example, road safety or 'stranger danger'.

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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

 The inspector observed activities in the main play room and garden.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's records, development files, planning, the childminder's self-evaluation form and a selection of policies.

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Inspection activities

 The inspector took into account the views of one parent spoken to on the day of inspection and written comments from other parents.  The inspector spoke to and interacted with the children during play.

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Information about the setting

The childminder registered in 2001. She lives with her husband and four school-aged children in the Hendon area within the London Borough of Barnet. Childminding takes place in a purpose-built annexe at the rear of the secure garden where children have access to a main play space and toilet facilities. The childminder works with two assistants. They offer care from Monday to Thursday between 9am and 3pm and Fridays from 9am to 12.30pm term time only. There are currently nine children in the early years age range on roll. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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

 make use of the outdoor area to give opportunities for investigations across all areas of learning

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

 provide opportunities for children to talk and learn about safety outside of the setting.

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who attend

The childminder has a good knowledge of the seven areas of learning and provides a wide, exciting range of activities that capture children's interest and holds their attention well. The childminder makes written observations of the children and she complements these with photographs to capture the learning opportunity in full. The childminder uses these, along with her good knowledge of the children, to plan an individual programme for each child in line with their identified next steps. Plans are shared and agreed with parents who are also invited to make comments regarding children's learning at home from the suggested activities they are given. Consequently, parents can be involved in children's continuous learning and development.

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who attend

All children's vocabulary is good and in line with the developmental milestone for their age, with some children excelling. They show a depth of understanding and use a wide range of words to express themselves from a young age. The childminder and her assistants use good teaching techniques to support and challenge children's growing communication skills. For example, by using many open-ended questions and extending their ideas by asking 'how' and 'why'. Children handle books with care and show good knowledge of how to use them correctly. For example, children have access to dual language books where pages read right to left. Children show they are aware of this as they turn the pages differently depending on the books they select. The learning environment is rich in printed word in the home languages that the children speak. For example, there are labels, signs and posters around the play area. This helps children

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who attend

learn that print carries meaning and shows an acknowledgement and celebration of their home language.

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who attend

Children show excellent imaginative skills and cooperatively play alongside one another; a skill they have developed at a young age. For example, two young children enjoy playing in the home corner kitchen. They pretend to make a drink and pass it to one another through the window. They giggle as they pretend to drink it and pass the empty cup back through the window. Children enjoy learning about the world in which they live. They have fun dressing up in traditional Vietnamese hats and costumes and learn about their own cultures through activities and celebrating festivals. For example, on Fridays, children help to make Challah, a traditional Jewish bread and light candles to acknowledge the Shabbat, the end of the Jewish week.

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who attend

Children count, sort and match patterns. The childminder suggests a game with one of the children involving some coloured discs she is exploring. The childminder suggests matching the colours and placing them on the correct pegs. The childminder supports her understanding, showing how the colours match. The child thoroughly enjoys the interaction from the childminder and the praise she receives when she correctly matches the colours. Children enjoy their play, both indoors and in the well-kept garden area. They have access to many resources supporting their physical skills as well as sand and water play and other planned activities. However, the childminder has not yet fully developed the area to promote learning opportunities across all areas of the curriculum. Children enjoy rummaging through a box of animals. A child selects one and announces, 'I'm a dolphin!' as she lays on the floor and pretends to swim like her chosen animal. The

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who attend

childminder offers her much praise and asks her questions to acknowledge her idea and extend her learning; 'does a dolphin walk or swim?' showing the child the dolphin's fins and highlighting it has no legs. This excellent quality of teaching results in children becoming keen learners who display the characteristics of effective learning.

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who attend

All children currently attending speak English as a dual language. The childminder and her assistants strike an effective balance in providing play and learning opportunities in both languages spoken. For example, they deliver the main curriculum in English and at circle time children sing songs in Hebrew. Staff repeat English words in Hebrew during play to help children establish good skills in their dual language.

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

The high ratios of adults to children and small group size mean children receive lots of attention and support from the childminder and her assistants. This leads to them building secure emotional attachments. The childminder gathers extensive information about the children before they start, including what comforts them. This helps to support children's feelings of security when they are feeling sad or upset. Children's behaviour is excellent. They play harmoniously together, sharing and taking turns well. Children develop good independence skills, with even the youngest children competently using cutlery to eat their lunch. Discussions at meal times about healthy choices support children in developing an understanding about healthy eating. The childminder has a good focus on outdoor play; and children enjoy riding in their cars, playing on the see-saw or climbing up to use the slide.

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

Children learn about safety within the setting; for example, they hold on to the banister as they climb the stairs and are careful when mounting climbing equipment outside. However, there are fewer opportunities for children to learn about safety outside the setting. The childminder supports the children very well in preparation for the next stage in their learning. For example, through encouraging their independence skills and positive discussions about nursery school and the differences they may experience there.

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provision

The childminder has a good understanding of her role in promoting the safety and welfare of the children in her care. As a result, children are cared for in a safe and secure environment. Effective risk assessments and safety procedures identify and minimise potential hazards to children. The childminder has a clear understanding of the possible signs and symptoms of safeguarding issues. She is aware of the procedures to follow should she have concerns. The childminder has received training in this area and regularly revisits her safeguarding policies with her assistants to ensure they too are able to identify concerns. The childminder has all required documents, policies and procedures in place. This helps to ensure the safety and welfare of all children.

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provision

The childminder is enthusiastic and committed to improving the service she offers to children and parents. She uses self-evaluation as a means of reflecting on her practice and identifying areas that she would like to develop. The childminder has made good improvement since the last inspection, positively impacting on the learning and development of children and the ongoing improvement of the setting. She seeks the views of parents and their responses are complimentary about the service provided. The childminder takes account of children's views and interests and plans accordingly. Consequently, she fosters children's all-round learning and development.

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provision

The childminder works well with parents to find out as much information as possible about the child before she commences care. She talks to parents about children's individual needs, likes, dislikes, religious and dietary observances and languages spoken at home. As a result, she is effectively able to meet the individual needs of children in her care. She regularly communicates with parents to keep them informed. For example, she provides daily verbal feedback and meets with parents individually to share information, jointly update their child's developmental records and discuss plans for future learning.

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provision

The childminder works successfully with other professionals. She effectively works in partnership with the local Jewish schools children go on to attend. The childminder invites teaching staff into the setting and shares information with them, contributing to the continuity of care and learning for 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 EY288395 Local authority Barnet Inspection number 772199 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 9

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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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