Childminder in Barnet

Inspection date 9 January 2019 Previous inspection date 18 January 2016

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Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder does not check what children know when they start or identify any gaps in their learning. Observations and assessments are not evaluated and do not accurately show how well children make progress in their learning so that no child is left behind. As a result, children do not benefit from suitably challenging experiences. n The next steps in children's learning are identified but are not always used or precise in supporting child-initiated play and helping children to make good progress. n Although the childminder has some understanding of her strengths, she does not focus on what she needs to do to continually improve her teaching and everyday practice. There are some weaknesses in the childminder's capacity to be reflective.

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It has the following strengths

n Children benefit from a secure attachment with the childminder. Younger children feel safe through daily care routines as they enjoy cuddles and plenty of response from the childminder. n The environment is well organised to meet the individual needs of children. They explore their surroundings in safety and are able to move freely and reach for toys easily. n The childminder notes children's efforts, such as when they persist and solve problems. She encourages children and offers them praise and recognition at appropriate times.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure assessments and planning for children's learning are effective in reducing any gaps in their learning, supporting them to initiate their own play, and helping them to make good progress 20/02/2019

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What the setting needs to do to improve further

ensure children's starting points in their learning are obtained and used effectively to find out about their interests and what children already know and can do. 20/02/2019

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n focus self-evaluation and professional development to ensure that the quality of teaching and the outcomes for children continually improve.

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What the setting needs to do to improve further

Inspection activities n The inspector completed a joint evaluation of an activity with the childminder. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector interacted with children during the inspection. n The inspector held a number of discussions with the childminder about her practice at appropriate times. n The inspector looked at relevant documentation and assessed the effectiveness of the childminder's self-evaluation process.

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Effectiveness of leadership and management requires improvement

The childminder does not make the best use of self-evaluation to accurately identify and address all weaknesses. The childminder has an understanding of safeguarding procedures, but at times she is less confident about some aspects of practice. This has not had an adverse impact on children's welfare. Safeguarding is effective. The childminder has taken action to improve her knowledge of wider safeguarding issues by attending training, such as female genital mutilation awareness. She is also able to identify and report signs of children who may be at risk of radicalisation and extremism. The childminder works closely with parents in meeting children's needs.

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Quality of teaching, learning and assessment requires improvement

Play is too often adult-led and there are few opportunities for the younger children to initiate their own play and learning. The childminder plans her day to include one-to-one time with the younger children when they are alert and willing to engage. Together, they build towers and count to five as they stack cups. The childminder joins in by singing rhymes while children manoeuvre the big red bus. Children try to concentrate on repeating a task. For example, they are eager to practise their newly found skills as they open and close the door to the bus. On occasion, the childminder over directs children and their own learning is interrupted. Consequently, children are not consistently supported effectively to make good progress.

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Personal development, behaviour and welfare require improvement

The childminder does not always notice when younger children turn away or signal their need for less stimulation. Overall, children settle quickly and experience familiar routines. They are curious about visitors and engage in interaction in the safe knowledge that the childminder is close at hand. Children are provided with consistent care and the childminder responds quickly in meeting their immediate needs. Younger children are encouraged to make sounds and babble as they take turns with the childminder. Children enjoy moving their hands through the wooden blocks and listen to the sounds they create as the blocks collide together. There are some opportunities for children to be physically active.

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Outcomes for children require improvement

Generally, children are making progress that is typical for their age. However, weaknesses in planning and assessment do not ensure that children are engaged at the highest level. This means that, at times, they are not fully interested in their learning and excited by the activities provided. Children develop some skills that help them in readiness for school. Younger children benefit from the chance to share control of food and drink. Mealtimes are relaxing times when they learn to feed themselves. Children behave well and learn about what is expected of them, for example when they visit the library and the park.

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Setting details

Unique reference number EY438646 Local authority Barnet Inspection number 10061234 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 18 January 2016

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Registers

The childminder registered in 2011. She lives in the London Borough of Barnet. The childminder is available each weekday, except for bank holidays and family holidays.

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Registers

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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Registers

procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

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