Childminder in Barnet

Inspection date

Previous inspection date 11/12/2014 07/10/2008

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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

 The childminder provides a well-resourced environment indoors and children choose items independently; therefore, children are learning to make choices.  The childminder promotes children's attention and listening skills effectively, preparing them well for their next steps in learning.  Children are happy and confident at the childminder's home because the childminder helps them feel safe and secure.  Children are interested in the activities because the childminder makes good use of observations of children's play, and levels of ability, to plan challenging activities.

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It is not yet outstanding because

 The childminder occasionally does not allow children sufficient time to complete or extend their learning.  The childminder does not consistently provide rich and stimulating activities outdoors.

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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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Inspection activities

 The inspector observed the childminder interacting with children both inside and outside.

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Inspection activities

 The inspector looked at the childminder's training certificates and children's learning and development records.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector read the views of parents from written recommendation letters.

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Inspection activities

 The inspector looked at a sample of policies and procedures, and talked to the childminder about safeguarding children.

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Information about the setting

The childminder registered in 2007. She lives with her husband and two school-aged children in a house in Edgware, which is located within the London Borough of Barnet. The ground floor of the house is used for childminding. There is a fully enclosed garden available for outside play. The childminder is registered on the Early Years Register. The childminder attends local toddler groups and takes children to the local library and the park. She currently has three children on roll in the early years age group. The childminder has an early years qualification at level 3.

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

 allow children enough time to fully explore the learning potential in one activity before moving them on to another

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

 enhance learning experiences outdoors, to provide rich and stimulating activities for children who enjoy spending time outside.

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who attend

The childminder provides a good balance of adult-led and child-led activities, which meet children's learning and development needs well. For example, during the inspection children started the day by exploring the playroom and excitedly chose a train set to play with. The childminder effectively promoted language by asking questions, such as "Where is your train going"? She allowed children time to think and respond. The childminder effectively introduced vocabulary such as 'over' and 'under', when asking children where the train was going. This good level of teaching helps children develop skills in language and communication that prepare them for next steps in learning. Children have good attention and listening skills. They sat and listened to stories, read with enthusiasm by the childminder, asking questions and making comments. The childminder reminded children that they needed to listen because she would be asking questions about what they had

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who attend

read together. Children confidently talked about the story and what had happened. This demonstrates that they are making good progress in understanding books, which will help to prepare them for school.

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who attend

The childminder is committed to helping children to learn, and the quality of teaching is good. As a result, children make good progress within the typical range of development for their age. Children are excited to sing familiar songs with the childminder and do the actions with great enthusiasm. Children have fun and therefore remain interested in their learning. However, on occasion the childminder does not allow them the time to fully explore their learning before moving on to the next activity.

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who attend

The childminder tracks children's learning and development well by using relevant developmental guidance. She makes careful observations and has a good understanding of the areas where each child needs additional support. Consequently, she plans targets for individual children and identifies next steps in their learning. Children are challenged and interested in the planned activities because the childminder knows them well. Parents look at their children's learning and development files and have the opportunity to make comments. The childminder and parents speak with each other daily, and share information about the children. This exchange of knowledge helps to provide a shared approach to support children's care and learning.

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

The childminder greets children warmly as they arrive, chatting with parents and children to find out how they are. Children have free access across two playrooms, and move confidently from one area to another. Resources are well organised and labelled. Consequently, children make independent choices and promote their own learning because they are choosing activities that they find interesting. However, outside there are fewer choices. Consequently, the outside play area offers limited opportunities to promote children's all-round development.

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

The childminder provides water for children to drink, as well as healthy snacks and meals. This promotes children's health well. Children enjoy choices of fruit at snack time. The childminder provides opportunities for children to cut their pieces of fruit into smaller chunks, which helps to develop their self-help skills. The childminder uses snack time to talk about numbers and how many pieces of fruit are left. As a result, children are learning mathematical ideas in everyday activities. Children play outside twice a day and have fun riding their bikes on the patio. In the summer children plant vegetables and make salad. Consequently, children are learning healthy habits.

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

Children have good behaviour. The childminder ensures that there are sufficient resources for all children to join in activities, and children share well when they want the same item. Children care for one another and play well. The childminder is a strong role model, and speaks positively to children. She sets clear expectations of behaviour and reminds them when it is time to listen. As a result, children are emotionally prepared for learning.

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

The childminder has a well-developed procedure to settle children when they first start with her. Children settle gradually as their parent leaves them for progressively longer periods of time. The childminder and children have sufficient time to get to know each other well before they are together for an entire day. The childminder and parents share information, and the childminder finds out about the children's stages of development, as well as their likes and dislikes. As a result, the childminder knows how to make the children feel comfortable and welcome in their new environment. This effectively promotes their emotional well-being.

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provision

The childminder has a good understanding of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended safeguarding and first-aid training, and therefore her knowledge is up to date. The childminder has a thorough knowledge of what to do if she has safeguarding concerns about a child. She has a written safeguarding policy, which she shares with parents. Consequently, the childminder and parents know the procedures that exist to safeguard children. The childminder maintains appropriate records for children, including their attendance records.

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provision

The childminder assesses her home for risks every morning before the children arrive. As a result, she reduces hazards and manages children's safety well. The childminder promotes safety when walking by securing children in the pushchair, or using a wrist strap to prevent them from wandering away. She talks to children about the importance of holding hands when crossing the road, and waiting for the green man to show it is safe to cross. She has an evacuation plan that she practises regularly with the children. As a result, children are beginning to learn to manage their own safety.

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provision

The childminder has a good understanding of how to meet the learning and development requirements of the Early Years Foundation stage. She effectively shares her accurate assessments and observations with parents by inviting them to take their children's record home at the end of each week. Parents write positive recommendations of the childminder, saying that their children have progressed well since attending. A parents also comments that the childminder's sensitive approach has helped their child to be confident when going into new environments.

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provision

The childminder understands the importance of updating her knowledge. She reflects on her strengths and weaknesses and has a good understanding of how to improve outcomes for children. For example, she has recently booked on training to strengthen her knowledge of completing the required progress checks for two-year-old children. The childminder makes good use of advice and support from professional organisations to ensure that she is aware of any changes in childcare policy. She also keeps in contact with the local authority advisors to keep her knowledge up-to-date and to be able to access training opportunities. The childminder understands the importance of working with other professionals to maintain consistent care for children. When children start at a new setting, she shares her observations and talks to staff about how to best promote individual children's learning and development. As a result, children's are very well

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provision

prepared for their moves to other settings and to school.

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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 EY360811 Local authority Barnet Inspection number 844204 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 3 Number of children on roll 3

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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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