Rix, Ronda Jennifer Sally

Inspection date

Previous inspection date 09/10/2014 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 has good partnerships with parents and other providers and this ensures consistent care and learning for children.  The childminder provides good support for children's physical development and understanding of keeping safe.  The childminder provides a good range of books that enable children to use them independently in their learning.  The childminder regularly evaluates her practice and looks for ways to continue to further promote and improve outcomes for children.

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It is not yet outstanding because

 The childminder does not fully maximise opportunities for children to learn about grouping and matching items in every day play, to further their mathematical development .  The opportunities for children to learn about the natural world, such as planting and growing, have yet to be fully embraced in the outdoor area.

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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 observed activities indoors.

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Inspection activities

 The inspector had a long discussion with the childminder about the management of the provision and sampled some policies and procedures for the safeguarding of children.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and parents' written feedback.

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Inspection activities

 The inspector sampled documentation, including policies and procedures, and children's developmental records.

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Information about the setting

The childminder registered in 2007. She lives with her four children, aged 21, 15 and 13 year old twins, in a five semi-detached property, in Woodside Park, in the London borough of Barnet. The whole of the ground floor of the house is used for childminding and two bedrooms upstairs for sleeping children. There is a fully enclosed garden available for outside. There are currently 4 children in the early years age range on roll. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools to take and collect children. She attends a local parent and toddler group, childminding group and also takes children to the local park and library.

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

 further maximise children's mathematical skills, by providing them with practical opportunities to group and match resources in everyday play experiences

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

 review and plan opportunities to support children's understanding of the natural world, for example, by being involved in planting and growing activities.

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who attend

Children are making good progress in all areas of their learning and development because the childminder has effective systems in place to assess, observe and plan for children's next steps. She completes regular developmental checks for all children and the required progress check for two-year-old children. The childminder has a good knowledge of the seven areas of learning and development and provides a good range of resources that enable children of all ages to play and explore both indoors and outside. For example, children are given opportunities to join music and dance in play sessions in children centres. This combines physical movement with the creative experience of music and movement.

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who attend

Children show good control and co-ordination as they move confidently and handle equipment, tools and resources effectively, as they play in the local park. For example, children climb and balance, challenging themselves to move higher or faster. They are always supported by childminder, who knows when to intervene and when to let children attempt physical challenges independently. As a result, children develop their physical skills. However, the childminder has not planned activities to enable children to do gardening and growing activities to maximise their learning about the natural world.

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who attend

There is a good balance of child-initiated and adult-led play because the childminder follows the children's interests and supports them well. For example, she combines support for children's mark-making skills using sticking, gluing and cutting large pieces of materials, with their enjoyment of colouring and drawing. Children use a variety of writing tools as they practise writing their names or making lists in the role area. This promotes their literacy skills and prepares them to become school ready.

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who attend

The childminder uses language well. She chats to children consistently, and effectively extends their thinking by using skilful questioning techniques. For example, as the children imagine they are shop keepers the childminder asked, 'Which supermarket do you shop in?' and 'What shop do you think it is next to?' This helps children use positional language to help describe places, and increase their vocabulary for speaking. The childminder supports their developing language and self esteem by responding with praise and explaining why she is praising them. Children have opportunities to play with a good selection of resources that help them learn about shape, number and length. For example, children use measure tapes and have role play money as they recognise different values and numbers on the coins. Although, the childminder does not always maximise opportunities for children to learn about grouping or matching items to further their

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who attend

Children's imagination and literacy skills are fostered very well. For example, children happily talk about their favourite characters that they have enjoyed reading about with the childminder. As they walk through local parks, they imagine Rapunzel sitting in the tall tower building, they see along the way. The childminder encourages children to make up stories as they look at the different buildings and asks numerous questions to help them further promote their imagination and love for reading. As a result, children are well equipped with the skills they need for their future learning and school.

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

Children have built strong and secure bonds with the childminder. They are happy and engaged during play, benefitting from her warm and positive interactions. Consequently, children confidently separate from parents without anxiety or upset. The childminder gathers detailed information about children's homecare routines from parents including information about their likes, dislikes, dietary requirements, sleep times and comfort items. This promotes continuity of care and provides support during the settling-in process. The childminder gathers additional information from parents about children's skills and abilities. This means she has a good source of information to further contribute to children's initial next steps and planning from the outset.

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

Children behave well. The childminder uses consistent praise and encouragement for achievements both big and small. She provides clear explanations and guidelines for children to follow. For example, she ensures all the toys are cleared away after use so children can learn to look after their environment and be safe to move around and explore. Consequently, children understand and learn to cooperate with rules and boundaries.

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

The childminder promotes healthy lifestyles well. She provides daily opportunities for children to benefit from fresh air and exercise, such as trips to the playground and nature parks. She offers a wide range of healthy meals and encourages children to try new foods. Children learn how to keep themselves healthy by drinking water throughout the day and washing hands at key times, for example after messy play and before they eat. The childminder teaches children how to keep themselves and others safe. For example, she reminds them to be careful when crossing roads and ensures they hold the railing as they climb the stairs. Regular fire drills ensure children know how to evacuate the building safely in the event of a fire.

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

The childminder effectively supports children's independence in learning. She encourages children to make choices about where and with what they would like to play with. This supports children's confidence in exploring the environment and promotes development in the next stages of learning. Regular visits to children centres, library and toddler groups, develop children's social skills, as they learn to play with larger groups of children. Consequently, children are prepared well for their next stage of learning.

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provision

The childminder promotes children's safety and welfare well because she has a goodunderstanding of the safeguarding and welfare requirements. She is aware of the signs and symptoms that would indicate a child is at risk, and has guidelines and procedures to follow if she has concerns about a child in her care.

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provision

The childminder has a good understanding of her responsibilities and meets therequirements of the Early Years Foundation Stage well. She organises her documentation well to ensure she keeps all confidential information stored securely for the safe and efficient management of her setting. The childminder carries out good risk assessments and takes effective action to minimise risks to children. For example, she has an extension being built and has restricted access to the garden at this time.

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provision

The childminder has a good understanding of the learning and development requirements. She completes the required progress check for children between the ages of two to three years old and shares this with parents. This helps to identify at an early stage where children may need additional support and allows the childminder to narrow any gaps in their development as quickly as possible. Through training and developing an action plan she has improved her observation systems by involving parents more. She has identified the need to review her organisation of the main room where children play. She is building an extension that will help her to have more space, reorganise equipment and purchase more resources. She states this enables her to have a greater understanding of children's development and plan more purposeful activities. The childminder has also improved her risk assessments for outings to identify how to keep children safe while enabling their

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provision

independence. The childminder continues to make improvements to her provision. She has good systems to help her evaluate and monitor her provision that include parent's and children's views and opinions. This demonstrates her commitment to looking for ways to continue to improve outcomes for children.

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provision

The childminder has good partnerships with parents in children's care and learning. She uses a diary as well as detailed assessments on children's progress via an on line system and daily verbal feedback to exchange information. The childminder completes a summary of children's development to share with parents and seeks their knowledge of their own children, so she can incorporate home learning. Parents can access their child's online progress and make comments regularly, so she can add to future planning.

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provision

The childminder works closely with partnerships and all professionals involved in supporting children with special educational needs and/or disabilities. She uses the recommendations provided by outside agencies to plan effective support. These partnerships enable the childminder to provide care and learning tailored to children's individual needs. She also has robust relationships with the local nurseries and schools children attend in order to have a consistent approach to supporting children's 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 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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY385396 Local authority Barnet Inspection number 903231 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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