Childminder in Barnet

Inspection date 17 April 2019 Previous inspection date 31 March 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder is well qualified and experienced. She provides a welcoming environment with plentiful resources to engage young children. The childminder understands the importance of play to build children's confidence and develop social skills. n The childminder is kind and caring and is considerate of the needs of the children in her care. For example, she knows when they are tired or need a reassuring cuddle. Children have formed strong bonds with her. They have fun and laugh together. This helps to nurture their emotional well-being effectively. n Children's communication and language development are supported well. For example, the childminder engages in interesting conversations with children and they share their ideas. She repeats key words and phrases and introduces new words as children play. n Children are making good progress in all areas of learning. They are learning key skills to be ready for the next stage in their learning when the time comes.

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This provision is good

n The childminder keeps her knowledge up to date and completes mandatory training. However, a more rigorous approach to her own professional development would enhance her teaching skills to the best possible levels. n The childminder has a wide range of resources. However, they are not always set up well, and children sometimes have difficulty accessing resources independently and making choices about their play.

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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 on professional development opportunities more precisely to help improve the quality of practice and teaching to the highest level n review and strengthen the availability and accessibility of resources to children so they can more easily make independent choices about their play.

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What the setting needs to do to improve further

n The inspector observed the childminder's interactions with children at play. She observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector and the childminder discussed a planned activity together. n The inspector talked with the childminder at appropriate times during the inspection. n The inspector read parents' accounts of the childminder and took their views into account. n The inspector looked at relevant documentation and evidence of the suitability of persons living at the premises.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of the possible signs of abuse and understands what action to take if she has concerns about a child's welfare. The childminder ensures that her home is safe and secure. The childminder is professional and well organised. She effectively evaluates her service and makes changes to her practice. For example, she has recently refurbished her garden area. Partnerships with parents are strong. Parents speak positively about the childminder and her friendly, welcoming manner. They value the excellent settling-in process she has.

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Quality of teaching, learning and assessment is good

The childminder regularly monitors children's progress. She uses useful information from parents when children start, as well as her own observations, to establish starting points. She uses the progress check for children between the ages of two and three years to help her identify any gaps in their learning at an early stage. The childminder plays alongside children and interacts well to guide and enhance their learning. Early writing skills are supported well. The childminder provides opportunities for mark making. For instance, as children play with play dough, younger children use tools to make patterns in the dough. Children have opportunities to use their imagination and be creative. For example, older children make 'lunch' out of play dough and talk about what they are going to make next.

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Personal development, behaviour and welfare are good

Children are happy and settled in the care of the childminder. They move around independently and confidently find toys of interest. The childminder is caring and attentive to children's needs and carries out their personal care diligently. The childminder is a good role model. She reminds children about good behaviour, teaching them to say 'please' and 'thank you' and how to be kind to their friends. The childminder provides opportunities for children to be outdoors and to engage in physical activity. They are learning about leading a healthy lifestyle. For example, they eat healthy home- cooked lunches and follow good hygiene routines.

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Outcomes for children are good

Children make good progress from their starting points and gain skills needed for the next stage in their learning. They quickly adapt to new routines and being away from their parents for the first time. Children are keen to make themselves understood and enthusiastically chatter or utter new words. They are friendly and take an interest in the activities and people around them.

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Setting details

Unique reference number EY356618 Local authority Barnet Inspection number 10061405 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 5 Date of previous inspection 31 March 2016

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Registers

The childminder registered in 2007. She lives in Totteridge, in the London Borough of Barnet. The childminder works each weekday, from 7.30am until 6pm, throughout most of the year. The childminder holds a relevant early years qualification at level 3.

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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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Registers

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Registers

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Registers

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Registers

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