Childminder in Barnet

Inspection date

Previous inspection date 12/03/2013 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 plans and provides exciting range of interesting outdoor activities that teach children to be active.  The childminder plans activities that give children good opportunities to engage in a wide range of role play. This develops their imagination and allows them to express their ideas and thoughts.  The childminder has developed a good understanding of the provision's strengths and weaknesses through effective self-evaluation.  Children have good opportunities to develop their language and communication through meaningful conversations with the childminder.

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It is not yet outstanding because

 children do not always have access a wide range of natural materials, resources and sensory experiences in daily play  the childminder does not always provide a range of mathematical resources that give children opportunities to learn about measure and weight in 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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 sampled policies and procedures and documentation and had a discussion with the childminder.  The inspector observed activities of children.  The inspector sampled planning, assessments and learning journeys.

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Information about the setting

The childminder registered in 2012. She lives with her husband and two school age children in a terraced house in East Barnet. The family has a pet dog. There is a secure garden for outside play. Areas available for childminding include the living room, dining room and an upstairs bedroom for sleep purposes. The childminder lives close to shops and parks and is able to collect children from local schools. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Currently there is one child in the early years age range on roll.

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

 provide mathematical resources, such as rulers and scales, to encourage children to explore and learn about the concepts of weight and measure

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

 provide a wider range of natural materials, such as pasta and lentils in the role area, to enable children to experience and experiment with different textures.

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who attend

Children are developing positive attitudes to learning as they eagerly suggest activities. The childminder uses their ideas to lead the planning of the day, showing she respects the children's opinions. Children are keen to complete mathematical puzzles and show confidence in working out simple problems. For example, children learn to group and sort colourful counters that require them to skillfully link one to the other to make different mathematical shapes. Children are familiar with mathematical words, such as big and little. However, the childminder does not always provide mathematical equipment, such as rulers or scales, to enable children to explore and learn about weights and measure in daily play.

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who attend

The childminder has realistic expectations for how long children can concentrate. Her praise and involvement helps them to focus at tasks. Children are able to progress well with their physical development. The childminder provides a wide range of equipment to help them gain confidence and learn about space and movement of their bodies. They also use good coordination and control when using different sized pens and pencils as they make marks.

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who attend

The childminder places a strong emphasis on supporting children's communication and language. She has purposeful conversations during play that encourages discussion. Children learn to recognise and write their names. When they are ready, the childminder is confident at introducing letter shapes and sounds. Children enjoy singing their favourite songs and nursery rhymes and the childminder joins in with them to support their creative development. Children can progress at a comfortable level with well-timed challenges to take them onto the next step.

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who attend

Children thoroughly enjoy reading their favorite stories. They are also learning to use books to find things out, for example, about dinosaurs, animals or plants. They take part in walks in the local woods and parks to learn about nature. Children have opportunities to use their senses in adult-led activities, such as cooking. They recall how they followed instructions to make cakes and talk about how mixtures change as they stir them together. However, the childminder does not always provide daily opportunities for children to freely access natural resources in their daily play.

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who attend

The childminder has a good understanding of the stages of development and this helps her to identify any areas of concern. For example, she is aware of the need to complete summary assessments of children who are two years old and has identified forms and prepared notes for this purpose. The childminder maintains children's individual learning journeys, which include children's assessments and pictures of what children have achieved. She collates further observations from her assistants to gain a more accurate picture. The information obtained is effectively linked to the development bands in the guidance Development Matters in the Early Years Foundation Stage. As a result, the childminder is able to competently track children's progress. She is also able to share her findings with parents to show how their children are progressing comfortably within the typical range of development expected for their age. In addition, the childminder is good

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who attend

at capturing special moments in photographs to share with parents and places these in the children's learning journeys. This helps parents to see how their children are learning through play.

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

Children are happy and settled in the childminder's welcoming atmosphere. They are confident at separating from their parents and engage quickly in play. Children learn how to keep safe and are eager participants. For example, with only a little encouragement, children tidy away toys to prevent others tripping up.

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

Children behave well and respond to guidance from the childminder. They show many positive aspects in the day that will help them to settle into school. For example, they sit together sensibly to share snacks or a story.

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

Children are developing their independence as they follow good hygiene routines to keep themselves healthy. They eat nutritious hot meals that the childminder cooks and eat well, particularly following a visit to the local play group or soft play session. Children have plenty of space to run around in a secure outdoor play area. Children show some confident skills as they learn to ride scooters with control. This helps to provide them with positive messages about the importance of healthy lifestyles. The childminder's effective support means children are gaining many useful skills they will need at school.

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provision

The childminder works well to provide a safe environment for children. As new situations arise, the childminder notes how to reduce potential hazards in her risk assessment folder. For example, she has now introduced a snowfall procedure that covers all aspects of road safety for the children and the parents driving to and from the childminder's home. The childminder has a good understanding of child protection issues and knows how to respond to concerns for a child's welfare. She and her assistant have completed an advanced safeguarding training course. The childminder discusses important considerations, such as the use of mobile telephones and cameras, with the other adults she works with. The childminder demonstrates a good awareness of the safeguarding and welfare requirements.

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provision

The childminder is able to identify her own strengths and she uses feedback from parents to adapt and improve her service. She gains additional information from newsletters from professional organisations and the local authority childminding network to learn about changes in practice. The childminder supervises the work of her daily assistant and ensures that he receives the same training to ensure there is a consistency of good practice. She shares her knowledge with her assistants to provide effective teamwork. The childminder is confident at supporting children's development and is able to pitch activities to match their needs successfully. She monitors children's progress and shares her findings with the parents.

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provision

Working with parents as partners is an integral part of the provision. Pre-settling visits are organised well, so that the childminder can familiarise herself with the child and get to know their families before starting at the provision. Relevant information, including the childminder's policies and procedures, are accessible for parents to view. Parents are encouraged to be involved in their children's learning at home, through the introduction of monthly summaries of their child's progress in all areas of learning. The childminder works closely with the child's key person at nursery to promote a cohesive approach to meeting the child's needs. The childminder is very proactive in working well with other partnerships to 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 action. 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 EY452083 Local authority Barnet Inspection number 886965 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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