Francis, Tatjana

Inspection date

Previous inspection date 28/02/2013 01/12/2008

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early years provision

This inspection: 2 Previous inspection: 3 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 have plenty of opportunities to understand the world around them as they undertake exciting visits in their local area.  The childminder promotes children's interest in identifying numbers and counting objects in daily play.  Young children have good opportunities to develop their language and communication through the use of songs and rhymes.  Children settle in quickly and build strong relationships with the childminder, enabling them to feel happy and secure.

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It is not yet outstanding because

 children do not have opportunities to make homemade books about activities they have experienced, and then share and read these at story time.  children do not have daily opportunities to have stories read to them with the use of puppets, to encourage them to talk about their feelings and how they think the characters feel.

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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 the children at play throughout the inspection.

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Inspection activities

 The inspector looked at the children's observation and assessment records and discussed their progress with the childminder.  The inspector sampled policies and procedures.

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Inspection activities

 The inspector had a detailed discussion with the childminder throughout the inspection.

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Information about the setting

The childminder registered in 2006. She lives with her husband and one school age child in Friern Barnet in the London Borough of Barnet. They live on the first floor of a maisonette. All areas of the home are used for childminding. Access to the childminder's home is via steps. There is a fully enclosed garden available for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll in the early years age range. The childminder provides care for children who learn English as an additional language. The childminder walks and drives to collect children. She takes children to the library and park.

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

 provide stories with puppets to encourage the children to talk about their experiences and how characters feel, and make them accessible in daily play

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

 make books with children of activities they have been doing, using photographs and share these with others at story sessions.

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who attend

The childminder shows she has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. Consequently the quality of her teaching and the outcomes for children are good. She plans and provides a wide range of age-appropriate activities that help children make good progress towards the early learning goals. The childminder works well with parents and gathers good initial information about each child's individual learning needs. This makes sure she has a good understanding of their interests, needs and character type. Each child has a record of their learning and progress that is developing into a clear picture of what children can do when in the setting. The childminder explains to parents about the Early Years Foundation Stage and keeps them informed about their children's progress. This enables everyone to work together for the benefit of the child.

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who attend

The childminder reacts confidently and calmly to children's feelings and expressions of emotions to help them settle and engage in activities. The childminder's emphasis lies strongly with early communication and language skills, as she minds children who learn English as a second language. She enthusiastically follows their play, encouraging communication and language in daily play. For example, she extends their vocabulary in English through daily conversations and enthusiastically responds to children's interests in picture books to help them learn new words. Children develop good listening skills and show much enjoyment as they recognise familiar songs, such as 'round and round the garden'. Children show an interest in books and readily access them. However, the childminder does not yet include homemade books with photographs of activities that children have been doing in her storytelling resources. This is to help children's communication,

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who attend

language and early literacy skills. Whilst reading, the childminder asks many questions to help the children recall events. She effectively uses everyday objects to give meaning to the words they read and extend their vocabulary. However, she does not always make effective use of puppets while reading to give children opportunities to express their own feelings and talk about those of the characters in the book.

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who attend

The childminder's good quality teaching enables her to promote children's knowledge of mathematics well through everyday activities. For example, she encourages children to group and count the number of teacups and saucers. She helps them press the correct numbered button on a toy to repeat a favourite tune and children enjoy responding to the music by swaying. Children enjoy playing with shape sorters and puzzles, which enables them to recognise size and shape.

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who attend

Children socialise with others in their local community. The childminder takes them to the library and to activity groups so they learn about their own communities. Daily outings to nearby parks, cooking sessions, and regular visits to playgroups where they have large soft play areas means children are physically active.

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who attend

Children benefit from well laid out resources, which enable them to explore and develop their independence. The childminder offers each child appropriate support as they make their choices. For example, she helps a younger child explore the electronic buttons on a karaoke machine, teaching them to learn about the different symbols and understand their function. For example, the buttons for 'play' 'forward' and 'rewind'. As a result young children are able to understand how to operate simple technology resources.

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

Children play alongside each other and show they have formed good relationships. They 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 therefore extend their own learning.

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

Children receive good support to learn how to keep themselves safe. They regularly practise emergency drills, and learn about road safety as they consider risks on outings. Children enjoy fresh air and exercise. They regularly use the local outdoor park and enjoy trips to the pond where they love to feed the ducks. This positively promotes children's health and physical development.

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

The childminder is a positive role model and helps children learn about good behaviour. She encourages them to share resources and take turns; as a result they play together well. Robust and flexible settling-in procedures mean that children have their individual care needs known and met. The childminder works well with parents to make sure she follows home routines, gathers special words in children's home languages 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 benefit from a stimulating and well-resourced home that supports their all-round development. They have good opportunities to be active and learn about healthy diets. For example, they attend weekly cooking sessions, where they learn to cook and understand about the food they eat. The childminder encourages children to begin to take care of their personal needs. For example she firmly establishes thorough hand washing routines to prevent the spread of germs. The childminder provides food that is healthy and nutritious so children are well prepared for active learning.

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

Children learn to be independent from an early age. They choose their own toys and activities to play with, and help the childminder to set and clear the table at snack time. Children show good levels of skill as they eat and help themselves to their drinks. These measures effectively promote children's self-help skills and independence and prepare them for the transition to school.

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provision

The childminder clearly knows the importance of meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She fully understands her role and responsibilities in the safeguarding of children and how to report any concerns about a child's welfare to the relevant agencies.

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provision

The childminder is enthusiastic and dedicated to her role of working with children. She is keen to drive improvement and works well with the local authority who offers her advice and guidance. The childminder's action plans clearly help her identify and prioritise aspects of the provision to be developed. As a result, the childminder has fully addressed all the actions and recommendations raised at the last inspection. This has improved care and learning outcomes for children.

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provision

The childminder attends training to enhance her knowledge and skills and identifies areas for improvement. She has a secure knowledge and understanding of her responsibilities in meeting the learning and development requirements. For example, she has effective recording systems in place to monitor children's progress towards the early learning goals and to address any gaps in children's learning.

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provision

Working with parents as partners is an integral part of the provision. The childminder organises pre-settling visits to familiarise herself with the child and get to know their families before starting in her care. Relevant information, including the childminder's policies and procedures are accessible for parents to view. The childminder encourages parents to be involved in their children's learning at home and they have a link book that is sent home for every individual child. This enables parents to comment and share home experiences, to promote a cohesive approach to meeting the child's needs. The childminder works very positively with other partnerships to help ensure there is a consistency to every child's learning and development.

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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 EY341312 Local authority Barnet Inspection number 815238 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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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