Childminder EY281809

Inspection date

Previous inspection date 27 September 2016 4 June 2013

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 creates a warm and welcoming atmosphere where children settle quickly and develop strong relationships with her.  The childminder plans her professional development well. For example, she has recently completed a degree in early years, accesses other training online and receives updates from her local authority.  Partnerships with parents are strong. Parents share information about children's interests when they first join, and the childminder uses this information well to extend learning. She supports continuity in children's learning experiences at home.  Children behave well relative to their age and stage of development. They observe small boundaries. The childminder is a good role model and provides clear guidance as to what is acceptable behaviour.  The childminder uses monitoring effectively to ensure that she identifies and targets children's learning needs, and implements strategies to support their development. All

p.1

It is not yet outstanding because:

 The childminder does not provide many opportunities for children to explore their own individual identities or cultural backgrounds.  The childminder is at the early stages of embedding partnerships with other settings that children attend, such as sharing information more regularly.

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

 build on the existing opportunities for children to develop a broader understanding of their own cultures and backgrounds  develop further partnerships with other settings that children attend, particularly to share more information about children's learning.

p.2

Inspection activities

 The inspector observed children engaged in activities inside and during outdoor play.  The inspector sampled a range of documents relating to the children.  The inspector held discussions with the childminder at appropriate times throughout the inspection.  The inspector had a tour of the premises.  The inspector checked evidence of the childminder's qualifications and training certificates, including her first-aid training.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder ensures that her understanding of local child protection procedures is current. She reviews her safeguarding policy regularly to ensure that it is clear on what actions she should take in the event of a concern about a child's safety. The childminder continually supervises children and ensures that she minimises risk from any hazards within the home. She keeps her paediatric first-aid knowledge up to date. The childminder's processes for self-evaluation take account of parents' views. She reflects on the success of activities that she provides to children, so that the quality of their learning experiences is continually improving.

p.3

Quality of teaching, learning and assessment is good

The childminder provides interesting and stimulating experiences for children based on her observations of their interests and her assessment of what they need to learn next. For example, she gradually builds on a water play activity by adding toy animals as well as natural resources, such as a stones and sponges, while naming them to enhance children's language skills. She supports children to understand changes, such as when adding food colouring to the water. Young children demonstrate a strong interest to explore and the childminder builds skilfully on their learning, for example, by providing additional resources to extend their interests further. Children have good opportunities to practise their physical skills, such as learning to use pedals on a bike.

p.3

Personal development, behaviour and welfare are good

The childminder helps children to prepare for their move on to school or nursery. For example, she takes children to different groups to play with other children, where they develop their social skills. Overall, children develop a suitable awareness of diversity in the wider community. For instance, they visit places of worship that are different from their own religion. Children demonstrate their independence effectively, for example, they are beginning to learn to take off their own shoes and manage cutlery when eating. The childminder knows children well and responds promptly to indicators, such as when they are hungry or tired.

p.3

Outcomes for children are good

Children enjoy learning through their play; they are confident and active learners. The childminder uses effective strategies to support children's speech development. Children show an interest in mark making and experiment with a variety of resources that develop their mathematical understanding.

p.3

Setting details

Unique reference number EY281809 Local authority Barnet Inspection number 1061766 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 2

p.4

Telephone number

The childminder registered in 2004. She lives in Finchley, in the London Borough of Barnet. She provides care during weekdays and operates her service all year round. The childminder holds a relevant degree in early years.

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