Childminder in Barnet

Inspection date

Previous inspection date 20/03/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder's home is safe and welcoming for children with a varied range of easily accessible toys to encourage their independence and support their learning.  Children benefit from the childminder's ability to speak some words in the child's home language. As a result, children are confident to communicate with adults.  The childminder interacts positively with children to support their learning and well- being. As a result, they show enthusiasm and concentrate well during activities.

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It is not yet good because

 The childminder does not use robust systems to observe and assess children's learning and plan their next steps so they make good progress in their development.  The childminder does not have good systems in place to carry out the required progress check for two-year-old children and to share a summary of this with the parents.  The childminder does not have good systems in place to evaluate her practice to consistently identify strengths and areas of weakness to improve children's learning and development.

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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 looked at a sample of the childminder's policies, including safeguarding and complaints and other required documentation.

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Inspection activities

 The inspector observed activities in the lounge and discussed children's learning with the childminder.  The inspector spoke to the childminder throughout the inspection.

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Inspection activities

 The inspector discussed with the childminder how she works in partnership with parents to meet children's individual needs and read written feedback from parents.

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Information about the setting

The childminder registered in 2013. She lives with her two school age children in Kingsbury, in the London Borough of Barnet. The whole of the house is available for childminding and there is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for two children. Of these, one is in the early years age group.

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must:

 use precise and accurate observations and assessments of children's learning to plan experiences tailored to their individual needs and interests

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must:

 implement systems to review the progress of children when they are aged between two and three years and provide parents with a short written summary of their child's development in the prime areas of learning.

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

 develop an effective system of self-evaluation to identify weaknesses in practice and implement targeted plans to tackle these weaknesses to drive continuous improvement.

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who attend

The childminder has a suitable understanding of the seven areas of learning and uses this knowledge to plan a satisfactory range of activities to engage and interest children. However, the childminder does not have a robust system in place to formally observe and assess children's development to monitor the progress they make and to plan their next steps for learning. This has an impact on the effectiveness of the childminder's teaching and planning to meet children's needs. In addition, the childminder does not have clear systems in place to carry out the required progress check for two-year-old children. This hinders her opportunities to share information with parents about their young children's early learning and progress.

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who attend

Children play with a suitable range of toys and gain independence because the childminder makes sure they are easily accessible at all times. The constant positive interaction children receive supports them well and helps them to concentrate for long periods of time. For example, the childminder introduces concepts such as shapes and colour while children play with an interactive toy, saying to the child 'look at the yellow star'.

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who attend

The childminder has a routine of taking children on many excursions, providing them with play activities that cover all areas of learning. For instance, children have opportunities to visit the local park and develop their physical skills using the large playground equipment there. Visits to the local children's centre enable children to socialise and explore different kinds of activities, such as art and craft. This provides children with the chance to express themselves creatively and to make new friendships as they play. The childminder responds well to children's wishes to play catch with a large ball in the living room. She spends time playing and encouraging young children to develop new skills, such as throwing, which develops their hand-to-eye coordination skills. The childminder reads stories to children and sings songs, allowing them to choose their favourites. These activities support children's literacy and language skills in a fun way. Children enjoy playing with a guitar

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who attend

and exploring the sounds it makes. The childminder supervises this well, reminding children how to use the instrument appropriately. Children's language skills are developed through conversations and stories. The childminder has learnt some words in children's home languages to assist those who speak English as an additional language. This has helped the children to settle and make progress in speaking English.

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who attend

The childminder communicates with parents both verbally and by using a daily diary where she records information about care routines. Parents report that they are very happy with the care and learning she provides for their children. They particularly comment on the progress their children have made in their language skills since being in her care. Parents complete initial contracts with the childminder and spend time discussing their child's needs prior to starting to enable her to meet their needs appropriately.

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

The childminder's house is warm and welcoming to children with a variety of suitable toys available in the living room. Children are settled and happy and enjoy cuddles with the childminder, feeling secure in her presence. There is a clear settling-in process, which the childminder discusses with parents and extends if needed. Over the first month, children come for short visits with their parents until they are settled enough so that they can be left. This enables children to settle quickly and promotes their emotional well-being appropriately. The childminder provides further flexible settling-in procedures so that children can build up the time they spend away from parents slowly. This supports children's needs and demonstrates how the childminder recognises the importance of children's individual routines and requirements.

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

The childminder manages behaviour well, reminding children how to use toys appropriately and gently so they learn how to care for their environment. She praises children for good behaviour and listening saying 'well done' and 'good boy/girl'. This makes children feel valued and happy and children respond with smiles. Such practices also help children learn about behaviour expectations, which support them when they move on to school.

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

The childminder carries out regular risk assessments to help her keep children safe. For instance, she has fitted stair gates throughout the house to prevent children climbing the stairs unaided and supports each child well as they walk up and down stairs.

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

The childminder cooks healthy food daily for children. She provides meals that meet the dietary requirements of the children in her care, for example catering for allergies and religious requirements. Children enjoy eating pasta, and have regular opportunities to drink water so they do not get thirsty, which supports their health appropriately. The childminder maintains appropriate hygiene practices, for example as she helps children to wash hands before eating. Children have nappies changed in the upstairs bathroom which is clean and has all the necessary facilities to meet their care needs. Children are able to rest and sleep according to their need in comfort and safety as part of a healthy lifestyle.

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provision

The childminder has a sound understanding of the safeguarding and welfare requirements, as set out in the Statutory Framework for the Early Years Foundation Stage and she has a written policy and procedure for safeguarding children. The childminder has recently completed safeguarding training. She is aware of the signs and symptoms that may indicate a child is at risk and she keeps details of contacts for relevant agencies for reporting any child protection concerns, to help her protect children in her care. The childminder has smoke alarms installed in her house on both floors and carries out fire drills on a regular basis to help minded children begin to learn about protecting their own safety in an emergency. The childminder makes appropriate use of risk assessments to help her make sure the environments both at home and on outings are safe and suitable for the children to play in. The childminder always supervises the children closely and

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provision

keeps them from entering the kitchen area and garden at all times, so that they are not exposed to potential danger. The childminder accurately maintains required records, which helps her to safeguard children and promote their welfare.

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provision

The childminder does not have rigorous and effective systems for self-evaluation to enable her to reflect on her practice and identify areas to improve, in order to raise standards. She discusses aspects of her practice with other childminders and demonstrates a positive attitude to attending further training in order to improve the quality of her provision.

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provision

The childminder works closely with parents and regularly shares information regarding their children's daily activities so that parents can further support their child's learning at home.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY465486 Local authority Barnet Inspection number 932815 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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 ‘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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