Childminder in Barnet

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

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The provision is good

Children benefit from well-planned activities which support all areas of their learning. In particular, they enjoy learning outside. The childminder provides a range of resources which support children, for example in understanding how to manage their own risk. Children become absorbed in their activities. For instance, younger children concentrate for longer periods of time as they become engrossed in moving a wheelbarrow around the garden while collecting natural materials. Songs and stories are enriched by actions and props. Children join in enthusiastically, giggling as they jump and hop as they sing. The childminder uses her professional skills to support children's learning but acknowledges she could take steps to develop her knowledge even further. Children are kept safe by the childminder and are beginning to learn about their feelings and emotions. They enjoy stimulating activities, and the childminder carefully supports children in

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The provision is good

challenging themselves to extend their learning. For example, children use building blocks to build a tower and, with encouragement, carefully balance them higher and higher. When the tower falls, they do not become upset but smile as they start building again. Children are settled, secure and happy and confidently turn to the childminder for help and support, if needed.

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need to do better?

n The childminder reflects on the service she provides and asks parents for their views to support her in identifying areas she could improve. For example, she has developed ways in which to provide parents with additional information about the activities their children have enjoyed during the day. The childminder has also identified that she could seek a wider range of opportunities to enhance her professional skills and knowledge even further. However, she has not yet explored this as fully as possible. n Children benefit from a range of interesting learning opportunities and experiences. For example, they visit museums, go to the theatre and enjoy visiting a local café. They learn about people whose experiences may be different to their own, for example as they enjoy local walks or travel on the bus. n Parents praise the childminder and say that she is warm and caring. However, while the childminder provides parents with good amounts of information about

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need to do better?

what their children do, parents are not helped as well in understanding how they can support their children's development at home. For example, they are not provided with strategies they might use to help children become less dependent on comfort items. n The childminder constantly builds on children's learning. She carefully plans what children need to learn next and what she needs to do to support and develop that learning. She uses her observations and assessments effectively.

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need to do better?

23 September 2019 n Children gain the skills they need for their future education and learning. For example, they learn to solve problems as they work out how to put their coat on and pull up the zip. The childminder supports them in learning how to keep themselves well, for instance as she carefully explains why they wash their hands before eating. n The childminder supports children in learning about the natural world. Children excitedly use magnifying glasses as they explore the garden and local green spaces. They enjoy 'painting' a tree with water and mud. They dig in the soil and grow fruit and vegetables. n Children attend local drop-in groups and learn to play in larger groups of children. Their social skills are supported and the childminder nurtures children's emotional well-being and confidence. Children learn how their behaviour impacts on others. They are happy to play together and form friendships with each

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need to do better?

other. n The childminder supports children's language skills. For instance, she repeats words to help children remember them. Children are increasing the numbers of words they know and the length of the sentences they use. The childminder effectively supports children who are learning English as an additional language.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the signs and symptoms that may cause her concern about a child in her care. She knows the procedure to follow to refer any concerns. The childminder has made herself aware of how to identify children who may be at risk of being exposed to extreme ideas or behaviours. She ensures that all adults living in the premises have the necessary checks completed.

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should:

n explore further opportunities to build on professional skills and knowledge to raise the quality of teaching even higher n consider ways in which parents can be supported in becoming more involved in strengthening the continuity of their children's learning at home.

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Setting details

Unique reference number 147074 Local authority Barnet Inspection number 10120614 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 to 14 Total number of places 6 Number of children on roll 5 Date of previous inspection 11 May 2016

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Information about this early years setting

The childminder registered in April 1996. She lives in Mill Hill, in the London Borough of Barnet. The childminder operates her service Monday to Friday, from 8am to 6pm, for 47 weeks of the year. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n The childminder showed the inspector around the premises, including her garden. She talked about how she uses her space and resources to support children's learning. n The inspector looked at a sample of documents and talked to the childminder about how she reflects on her practice. n The childminder discussed how she decides what children need to learn next and plans activities to support that. n The inspector observed children as they were engaged in a variety of activities, including outdoor play. n The inspector spoke to a parent.

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Inspection activities

23 September 2019 We carried out this inspection 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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Inspection activities

23 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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