Rix, Ronda Jennifer Sally

Inspection date

Previous inspection date 30 November 2017 9 October 2014

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 works effectively with her assistants to provide good-quality care. She organises the bright and inviting learning environment well, and provides a wide range of activities and resources that interests and engages the children.  The childminder and her assistants enthusiastically incorporate their own interests into their teaching, which helps to enrich children's learning experiences. For example, they introduce children to a wide variety of non-fiction books, alongside opportunities to explore interesting objects and materials. This helps children to gain a deep understanding the world around them.  Children are independent and confident learners. They make choices about what they want to play with and readily take the lead in their play. For example, they initiate ball games and role-play scenarios, such as pretending to cook or go shopping.  The childminder develops strong relationships with parents. She works in partnership

p.1

This provision is good

with them to help children settle when they join her setting and to cater for their individual needs. For instance, she ensures that there is effective communication about babies' dietary requirements, sleeping and feeding patterns.

p.1

It is not yet outstanding because:

 The childminder and her assistants ask questions to encourage children to explore their own ideas. However, they do not always allow time for children to consider questions and put their thoughts into words.  The childminder and her assistants sometimes miss opportunities to help younger children build on their personal care skills. For instance, during handwashing routines.

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 opportunities to support children's thinking skills and encourage them to express their ideas  make the most of daily routines to help younger children recognise and begin to manage their own personal needs.

p.2

Inspection activities

 The inspector observed a range of activities indoors and outdoors, and discussed some of these with the childminder to assess the quality of teaching and its impact on children's learning.  The inspector had discussions with the childminder and the assistant present at various points throughout the inspection.  The inspector took account of parents' views from their written and verbal feedback.  The inspector spoke to children during the inspection and considered their views and experiences. She also looked at written feedback from older children.  The inspector examined a sample of documentation.

p.2

Effectiveness of the leadership and management is good

The childminder continually updates her knowledge and skills. For example, she uses training effectively to strengthen her understanding of safeguarding issues. She takes advice from her childminding coordinator and seeks ideas from early years magazines to help develop her teaching skills. Safeguarding is effective. The childminder knows the signs that might indicate that a child is at risk from harm and how to report any concerns about children's welfare. She supervises her assistants well, to ensure that their practice is continually improving and they understands how to keep children safe. Together the childminder and her assistants reflect on the quality of their service and make effective plans to improve children's learning experiences. For instance, they have recently created a cosy reading area, which has enhanced children's enjoyment of books and stories.

p.3

Quality of teaching, learning and assessment is good

The childminder regularly observes children's play and carefully monitors their progress to identify what they need to learn next. She takes account of children's individual interests and provides stimulating resources that engage the children and motivate them to learn. For instance, children explored their curiosity about colours by mixing paints and looking through coloured lenses. The childminder extended their learning by introducing a prism and showing how it refracts light to create a rainbow effect. Parents enjoy a good exchange of information about their children's development, to help them support their children's progress at home. For example, they have access to their children's records online. They can view photographs of their children's daily activities, along with the childminder's plans to promote the next steps in their learning.

p.3

Personal development, behaviour and welfare are good

Children build close and trusting bonds with the childminder and her assistants. They demonstrate that they feel very safe and secure in the welcoming home. The childminder has developed effective relationships with schools that children attend. She ensures that there is a good exchange of information between herself, parents and teachers, to support continuity in children's care and learning. The childminder has a clear understanding of how to support children's behaviour at different stages in their development and they behave well. The childminder uses gentle reminders to help them understand what is expected of them, such as sharing resources Children learn to adopt healthy lifestyles. For instance, they enjoy the nutritious snacks and meals that the childminder provides, and benefit from daily outdoor play.

p.3

Outcomes for children are good

Babies and children make steady progress from their individual starting points. They develop good physical skills and begin to control their large-muscle and small-muscle movements. For instance, they learn to operate simple cause-and-effect toys, thread objects onto laces, throw and kick a ball, and climb on the outdoor apparatus. Children gain skills to support the next stages in their development and their eventual move to school. For example, they experiment with different ways to make marks.

p.3

Setting details

Unique reference number EY385396 Local authority Barnet Inspection number 1071089 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 18 Number of children on roll 11

p.4

Name of registered person

Date of previous inspection 9 October 2014

p.4

Telephone number

The childminder registered in 2007. The childminder offers care all day, from Monday to Friday for most of the year. She employs two assistants, one of whom works with her full time, while the other provides occasional additional support. The childminder and her full- time assistant hold relevant level 2 childcare qualifications.

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