Childminder in Barnet

Inspection date

Previous inspection date 08/11/2012 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

 Children are comfortable in the home of the childminder, and benefit from the warm, caring relationships that clearly exist between the childminder and each other. As a result, they feel valued and develop a strong sense of self that builds confidence and helps them move their learning forward.  Children develop good future habits, as the childminder is pro-active in promoting a healthy lifestyle as children understand why they need to follow good hygiene routines, and enjoy walking home from school, visiting the local park, library and museum.  The childminder's setting is conducive to support children's learning. All resources are accessible and purposeful. The childminder plans challenging and exciting activities that arise from children's interests, which they thoroughly enjoy.  The childminder has very good procedures and polices in place to help her provide a safe and caring provision for the children. These are shared with parents.

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It is not yet outstanding because

 The children do not have regular access to programmable toys, and information and communication technology (ICT) equipment, such as computers, in their daily 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 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 whilst speaking with the childminder at appropriate times.  The inspector looked at a selection of policies and children's records.

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Information about the setting

The childminder registered in 2010. She lives with her husband and two children in the London Borough of Barnet close to shops, parks, schools and public transport links. The childminder's home is a maisonette on the ground floor of a converted house. All areas of the home are used for childminding, except the master bedroom. There is one child 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:

 increase the range of programmable toys and equipment involving information and communication technology (ICT), such as computers.

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who attend

Children feel very comfortable in the home of the childminder and have a warm and close relationship with her. The environment enables children to easily access good quality resources that capture their interests and are age-appropriate.

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who attend

Children are eager to try new things and consequently become independent learners who make good progress in their learning. The childminder has a clear understanding of how children develop and learn and this is reflected in her knowledge of each child's stage of development. This knowledge is used to provide a range of activities to further progress their learning in all areas. The childminder talks to parents on a daily basis and shares regular observations of their children's experiences. This enables them to share and fully support their child's care and learning. The childminder helps develop children's conversation skills as she asks open-ended questions that encourage the children to use their skills to critically think. Children use tools to promote control and coordination and to develop new skills. For example, they use scissors, arts and craft materials and competently move the computer mouse as they play with appropriate software. However,

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who attend

children do not fully have access to programmable toys, such as computers in their daily play. Children count in everyday activities and are challenged by the childminder as they play games where they are required to make estimations. For example, children have bundles of fun as they estimate how many conkers they think have been collected in the box. In addition, they are able to keep score of goals and understand the concept of timed activities, using watches. Construction and puzzles help develop their problem-solving skills.

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who attend

A range of exciting games reinforces early reading skills with older children assisting young children in their play. For example, whilst on a treasure hunt to find clues, young children are beginning to recognise and read three letter words as they imagine they are on a quest to find the ultimate prize. Children are encouraged, and begin to understand, that knowledge can be obtained from a variety of sources. They learn about the concepts of "new, old, present and past" as they visit local museums and talk about "The great wars". They watch their favourite film and then compare it to an old black and white silent film. Children have access to a good variety of books and choose to sit quietly on the sofa to enjoy them. Children have plenty of opportunities to play with different creative materials and express themselves through different medias. They enjoy drawing, painting, gluing and creating collages from various coloured sands. They make homemade dough, and rice balls that

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who attend

they use to play catch. As a result, children are able to explore and represent their ideas expand their imagination.

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who attend

Children's physical skills are promoted as they have daily access to local parks and fields, where they can access large equipment, ride bikes, or play tennis in the fresh air. Children begin to learn about recycling as they save their boxes, use food for model making, and express their creativity and design as they choose what they want to make from them. For example, children thoroughly enjoy making boats using the shells of mussels they have recently eaten, and cucumber flying machines. Children find out about the local community as they walk to and from school and visit places in the local area. Children celebrate events that are important to them and have access to a range of resources that reflect similarities and differences of other cultures. These help children find out about the wider world.

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

Children move confidently around the childminder's home demonstrating that they feel secure, safe and settled. Children have a good relationship with the childminder, respond well to requests and chat easily to her as they play. The childminder knows the children well and is building strong links with parents and other carers to establish relationships that help children feel a sense of belonging.

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

Children are aware of making healthy choices as part of their daily routine. They happily sit together and chat about the school day, enjoying the social occasion as they eat a variety of fruits and nuts laid out on the table. The childminder supports their understanding of looking after their bodies as they talk about how exercise and a balanced diet gives them strength and energy to live well. Children are able to look after themselves and keep themselves safe in and out of the home. For example, on the walk home from school they hold the childminder's hand and discuss the safest way to cross the road, reinforcing good road safety skills daily.

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

Children play together very well and show good levels of maturity as they display concern for each other and happily share toys with each other. The childminder has clear expectations for children's behaviour and is very respectful in her manner towards them. Therefore, children begin to understand quickly what is acceptable and show the same respect in return. Children make progress in their social development as they develop increasing confidence in their interaction with children of their own age and older. As a result, they develop a strong sense of self-confidence to support their ongoing learning and readiness for school.

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provision

The childminder has a positive approach to safeguarding. She provides information and contact details for parents to let them know how to make a complaint. The childminder is secure in her knowledge of how to keep children safe. She supervises children effectively to help keep them safe at all times. Written risk assessments help minimise identified risks in the home, and on outings.

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provision

The childminder demonstrates a commitment to developing the service she offers. She actively seeks to improve her provision and has completed a written self-assessment that identifies areas of strengths. She has attended training for the revised Early years Foundation Stage and uses the publication 'Development Matters in the Early Years' to assist her in recognising the children's stages of development . She also uses this publication when planning activities. The childminder recognises where she could improve her practice and takes positive action to address issues quickly, so they improve outcomes for children. For example, she has identified children's problem with fussy eating and decided to use food as part of a creative activity, This has enabled children to become more confident with different types of tastes and textures.

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provision

The childminder has a warm and good relationship with parents, who have access to policies, procedures and children's observations. These allow parents to take a more active role in the wellbeing and learning of their child. Information on the children is shared on a daily basis through verbal discussion. Parents contribute to the care and learning of their children as they comment on home experiences and include how they feel the childminder supports each of the areas of learning. This results in the confidence they have in the childminder's abilities to provide fun and exciting activities that are based on the children's interests. In addition, the robust systems in place, that include partnerships with other professionals involved with the children, add to the already positive outcomes for the children in her care.

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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 EY418736 Local authority Barnet Inspection number 740918 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:

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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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