Childminder in Barnet

Inspection date

Previous inspection date 21/10/2014 27/11/2009

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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

 The childminder promotes children's communication and language very well. She talks to children at their level and engages them in conversations to extend their learning.  The childminder provides a warm and caring environment, where children feel happy and content, and enjoy the positive interactions they share with her.  The childminder plans activities that are fun and challenging for children. As a result, they are making good progress.  The childminder consistently promotes positive behaviour, and has clear boundaries and a sensitive approach, appropriate to children's ages and stages of development.

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It is not yet outstanding because

 Children are not consistently encouraged to learn about healthy lifestyles and practise their self-care skills during everyday routines.  Children do not have independent access to a wide range of resources to promote their understanding of information and communication technology.

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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 the children's activities and the childminder's interaction with the children.

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Inspection activities

 The inspector looked at a sample of relevant documentation, including children's records.  The inspector held discussions with the childminder about her practice.  The inspector reviewed parents' feedback by sampling questionnaires.

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Information about the setting

The childminder registered in 2009. She lives with her husband and her two school-aged sons, in Friern Barnet, in the London Borough of Barnet. The childminder uses the whole of the ground floor and the first floor toilet for childminding purposes. Children have access to a garden for outdoor play. The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. She offers full-time and part-time care, from 8am to 6pm, before, during and after school, and in the school holidays. There are currently six children on roll in the early years age group. The childminder takes children to school and collects them, and takes children to the park, libraries and playgroups.

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

 provide children with opportunities to strengthen their self-care skills and understanding of healthy lifestyles

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

 give children free access to information and communication technology resources, to strengthen their understanding of the world.

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who attend

The childminder demonstrates a good understanding of how to promote children's learning and development through play. She finds out as much as possible about each child's background, because parents complete written information when their children first start. The childminder observes children's achievements and plans activities that build on their interests and skills, making sure she introduces new challenges. As a result, children make good progress in their learning, given their capabilities and interests on entry. The childminder keeps parents well informed. She talks to them every day to provide feedback about activities, achievements and routines. She encourages parents to share information and offers them suggestions for activities to continue at home. This helps involve parents in their child's learning. In addition, the childminder completes the required progress checks for two-year-old children and shares these with parents. This helps the childminder

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who attend

to identify any gaps in children's learning at an early age.

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who attend

The childminder promotes children's communication and language skills well. She talks to them as they play and reinforces words by repeating them, sounding words out, as well as introducing new vocabulary. The childminder promotes children's interest in books well, by making sure books are available, stimulating and suitable for their ages. For example, children enjoyed cuddling up to the childminder as they shared books and attentively listened to stories she read to them. Children enjoy drawing and painting. For example, they used chalks and colourful pens as they made interesting artwork on the board. The childminder joined in during children's creative play and offered them lots of praise during their mark making. This helps children to develop their creativity, as well as their early literacy skills.

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who attend

The childminder uses good teaching strategies to motivate children to learn. For example, she joined in with their play when they were constructing a train track on a road mat. The childminder asked children interesting questions to promote their critical thinking and imaginations, such as what they needed to add to their town to expand it. The childminder teaches children mathematics well. Children had fun counting the different types and colours of pretend fruit that go in a pie. The childminder extended their learning further, as she asked them to identify the different colours, and encouraged them to sort and match the different fruit. These activities help children to build skills for their future lives. Furthermore, this complements what children are learning at school.

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who attend

Children enjoy physical activities, both indoors and outdoors, and in all weathers, benefiting from the fresh air and exercise. They use a variety of equipment, such as a trampoline, wheeled cars, push-along toys and balls. These resources help children to practise and extend their physical skills. The childminder promotes children's curiosity about their world by taking them to local libraries and playgroups to socialise with other children. Children visit the park and learn about nature as they pick bark, leafs and conkers. The childminder provides children with a range of multicultural resources to develop their understanding of different cultures, and they celebrate festivals from around the world. For example, she planned themes on Diwali, and used books and played music to teach children the characteristics of the festival. However, although the childminder promotes children's understanding of the world well overall, children do not have free

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who attend

access to resources to strengthen their understanding of everyday technology. This means that they cannot develop their technology skills freely and spontaneously.

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

The childminder has developed a homely environment that is stimulating and thoroughly child-centred. She has good systems in place for settling children into her home, and works well with parents to ensure that she meets each child's individual needs accordingly. As a result, children settle quickly, form secure attachments, and are happy and content in her care. The childminder provides a good range of quality resources and children make their own decisions about what they would like to play with. For example, children make their own choices as the childminder arranges books, puzzles and small world play so that they are in easy reach for them. This helps children to feel in charge of their own play and become independent.

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

The childminder has a calm and consistent approach and offers children gentle guidance to help them behave well. She acknowledges their achievements through frequent and meaningful praise and encouragement. For example, the childminder praised children when they showed her their artwork or helped her to tidy up the toys. Consequently, children have a sense of pride for their achievements and behave well. Children practise regular evacuation drills to help them to become familiar with the procedures, so that they learn to leave the premises quickly and in a safe manner. This helps to raise their awareness of safe practices in an emergency.

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

The childminder understands well how to promote children's health and well-being. She helps children to learn the importance of good hygiene practices. For instance, children independently wash their hands at appropriate times, especially before eating. The childminder effectively helps children prepare for their next stage of learning or school. She ensures that they develop independence in many basic skills including managing their personal care needs. However, she does not take all opportunities to help children learn more about healthy eating and developing their self-care skills, for example, at mealtimes. The childminder makes the food for the children and serves it to them. Children benefit from varied, healthy, home-cooked meals and snacks that meet their nutritional needs.

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provision

The childminder promotes children's welfare well, because she is knowledgeable about the safeguarding and welfare requirements. She has a clear understanding of her roles and responsibilities in safeguarding and protecting children. The childminder has effective policies and procedures in place, which she shares with parents and reviews regularly. Furthermore, the childminder has risk assessments in place to ensure she keeps children safe in her home, as well as on outings.

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provision

The childminder has a good understanding of the learning and development requirements. She monitors children's achievements closely by observing what they do. This helps to ensure that she identifies any areas where children require further support. The childminder is enthusiastic and motivated to make improvements to her service. She reviews her practice regularly to identify any areas for improvement. Since her last inspection, the childminder has addressed all the recommendations, which has had a positive impact on children's learning and care. The childminder is keen to improve her professional knowledge, and regularly seeks training and support through her local authority. She values parents' feedback and has links with other childminders to share ideas and support. Consequently, this helps her to improve her skills and practice, as well as children's overall learning experiences.

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provision

The childminder has good relationships with parents, resulting in effective communication and information sharing. For example, she informs parents of their children's care and routines each day. Parents are very complimentary about her caring approach, and say their children are very happy in her care and enjoy their days with her. The childminder works effectively with other early years settings and schools children attend, providing continuity in children's learning and development. She is aware of the need to work in partnership with other agencies or specialist providers if the need arises.

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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 EY389016 Local authority Barnet Inspection number 815916 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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