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 Good

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The provision is good

The childminder creates a welcoming environment for children. She provides a wide range of enjoyable activities, both indoors and outside. The childminder knows what individual children need to do next in their learning. She considers this information when planning activities that build on their existing skills. The childminder forms strong partnerships with parents and she makes them aware of their children's progress. The childminder arranges regular trips to different places in the local community to provide new experiences and support their learning; these include the farm, supermarket and the playgroup. Children settle well. They demonstrate high levels of confidence and they move around freely to play. Children are kind to others and they willingly share and take turns to use the resources. Children consistently display positive behaviour. The childminder offers regular praise, encouragement and reassurance to make children aware of their

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The provision is good

achievements and to help them persevere during challenging tasks. The childminder misses some opportunities to support children's mathematical skills. At times, too, she does not adapt the daily routines effectively in order to fully meet the changing care needs of individual children and maximise opportunities to strengthen their learning.

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need to do better?

n The childminder observes and assesses children's learning well. She plans enjoyable and stimulating opportunities for them to explore and play. Children make good progress from their starting points in their learning and development. n The childminder makes good use of opportunities during children's play to support their communication and language skills. For example, she encourages them to repeat new words to help increase their vocabulary and to develop their speech. Children demonstrate good understanding. They follow simple instructions and respond to questions well. n The childminder supports children's physical development well. She demonstrates how to grasp and handle small items for them to copy and learn, in order to strengthen their small muscles and coordination. Children learn to do large movements with their body, displaying good balance and mobility. n The childminder supports children effectively to develop their social skills. For

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need to do better?

example, she plans regular visits to the local playgroups for them to play with other children; they learn to socialise and form close friendships with other children similar to their age. n The childminder provides a wide range of opportunities to support children's understanding of the world and to develop their imagination. Children enjoy exploring with small-world resources such as shopping items and they pretend to buy and sell food.

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need to do better?

3 October 2019 n Children are active and eager to learn. They show interest in the resources available and they display positive attitudes to learning. Children behave well. They listen and show respect to the childminder, and they address other children using their names. n The childminder supports children to develop good health and well-being. For example, she encourages them to wash their hands at appropriate times, she provides healthy food for them to eat and she ensures they have regular access to physical play and exercise. n The childminder works closely with parents to support children's learning at home. For example, she encourages them to allow children to manage small responsibilities such as feeding themselves and using the toilet, to help develop their independence. n The childminder evaluates the provision well. She has identified ways to strengthen her practice and children's experiences. The childminder makes good

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need to do better?

use of opportunities to enhance her knowledge and skills. n The childminder misses some opportunities to support and develop children's early mathematical skills, for example, by encouraging them to count and recognise shapes and sizes during play. n The childminder does not adapt daily routines flexibly to meet the changing needs of individual children and to extend their learning further. For example, at times she does not allow children to finish their play because they have reached their planned sleep time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the importance of safeguarding and protecting children in her care. She has a secure knowledge of child protection and wider safeguarding issues. The childminder is familiar with the procedures to report any concerns and allegations against adults to the relevant authorities. The childminder shares with parents her safeguarding policies and procedures so they know what to expect from her service. The childminder is alert to risks that may occur during children's play or when they are on outings. She makes children aware of how to keep themselves and others safe.

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should:

n make better use of opportunities during children's play to introduce and develop their early mathematical skills n adapt routines to meet children's changing needs and maximise opportunities to extend their learning.

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Setting details

Unique reference number EY443719 Local authority Barnet Inspection number 10061424 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 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 23 June 2016

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Information about this early years setting

The childminder registered in 2012. She lives in New Barnet, in the London Borough of Barnet. She operates Monday to Friday, 7.30am until 6.30pm, throughout most of the year.

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Inspection activities

n The inspector completed a learning walk with the childminder to discuss her organisation, aims and rationale for activities. n The inspector held discussions with the childminder about her educational programmes, and her daily teaching and care practices. n The inspector checked the childminder's paediatric first-aid training certificate, insurance policy and records of attendance. n The inspector observed the quality of teaching and learning, and tracked the progress of children's development. n The inspector completed a joint evaluation of an activity with the childminder.

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Inspection activities

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

3 October 2019 3 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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