Childminder EY331754

Inspection date

Previous inspection date 25 April 2016 11 February 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder has a good understanding of children's needs, including where they are in their development. She plans exciting and interesting activities to support their learning. Children make good progress from their starting points.  Parents express that their children are settled and happy in this setting and feel informed about children's learning. They feel they are able to talk to the childminder about issues related to development, which helps them to support learning at home.  The childminder promotes good behaviour. She is a good role model and helps children develop social skills, such as how to share equipment and use good manners. Children are well behaved.  The childminder evaluates her provision well. For example, she talks to parents and observes children's play, and uses this information to reflect on what works well and what needs improvement.

p.1

It is not yet outstanding because:

 The childminder misses opportunities to enhance children's interest in exploring and investigating different music, to develop further their creative skills.  The childminder does not always provide enough imaginative experiences, in particular to enhance children's role-play opportunities and support their expressive skills.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 increase the range of experiences available for children to explore and use music to develop their creativity further  encourage further children's imaginative skills, particularly during pretend play, so they learn to express freely their own thoughts and ideas.

p.2

Inspection activities

 The inspector observed children's play and learning during the inspection.  The inspector sampled a range of documentation, including children's developmental records, and the childminder's policies and procedures, and self-evaluation form.  The inspector conducted a joint observation with the childminder and discussed the findings.  The inspector took account of parents' views through their feedback comments made available during the inspection.

p.2

Effectiveness of the leadership and management is good

The childminder implements thorough processes to monitor children's progress. She welcomes parents' and other settings' contributions towards the extension of children's learning. The childminder has high expectations for herself and has good support systems in place to manage her setting. She keeps herself up to date on childcare issues. For example, she has found that further training has helped her to gain an in-depth understanding of how children learn, which she has used to improve her plans for future learning. Safeguarding is effective. The childminder is secure in her understanding of procedures to follow to report any welfare concerns. She is vigilant at all times and listens to what children have to say. The childminder is alert to issues, which may affect children's safety and well-being.

p.3

Quality of teaching, learning and assessment is good

The childminder plans the environment well and provides many opportunities for children to make choices about what they want to play with. Children move between rooms to explore. They actively engage in their own interests and practise skills to support what they know and can do. The childminder skilfully encourages children to share, such as during games. She challenges and extends their learning well. For example, she refers to letters and numbers, and uses directional and descriptive language, while children explore puzzles. Children's literacy skills are developing well. For example, they make good use of the book corner and enjoy looking at and talking about pictures. The childminder supports children's physical development, such as when they play outside with climbing equipment, dens and tunnels.

p.3

Personal development, behaviour and welfare are good

The environment is safe and welcoming. The childminder builds close and affectionate relationships with the children. She effectively builds their confidence. For example, she encourages them to have a go at taking appropriate risks while learning about their own limitations. The childminder encourages children to manage their own personal care, such as self-feeding and independent hand-washing. She sets a good example for children about how to live healthily. For example, she offers healthy meal options and encourages children to be active, while providing a suitable provision for them to rest. The childminder promotes good values, such as helping children appreciate their own and each other's cultures, lifestyles and faiths.

p.3

Outcomes for children are good

Children are settled and they play happily. They gain a range of necessary skills in preparation for school. For example, children are learning to share experiences, be enthusiastic learners and talk confidently with their friends and adults.

p.3

Setting details

Unique reference number EY331754 Local authority Barnet Inspection number 847586 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

p.4

Name of provider

Date of previous inspection 11 February 2011

p.4

Telephone number

The childminder registered in 2006. She lives in Mill Hill, in the London Borough of Barnet. The childminder operates her service for five days a week, during term time only. She holds an appropriate qualification in home-based childcare.

p.4

Telephone number

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.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

p.4

Telephone number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5