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 Requires improvement

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The provision is good

The childminder and her assistants have created a warm and welcoming environment. Children have ample space in which to move freely and explore. They can access resources independently and make choices about their play. Children demonstrate that they feel safe and secure. They have formed strong bonds with the childminder and her assistants. They come for reassuring cuddles and are keen to share their experiences with them. Children listen well and develop early communication skills as they interact happily. For example, during story time children listen intently to what the assistant is saying, answering questions, repeating words and being curious. The childminder and her assistants are a strong team. They are ambitious for all children and attend a wide range of training opportunities in order to improve the quality of care and teaching they provide. The childminder and her assistants are excellent communicators and ensure they share

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The provision is good

information about children throughout the day. They are vigilant about children's needs and know them well. For example, spotting when children are hungry or tired or noting when children are dressed inappropriately for the weather. The childminder and her assistants are good role models. They show respect for one another and the children. They use good manners and encourage children to share and play together harmoniously. Children receive lots of praise and encouragement. This helps them to build high levels of self-esteem.

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need to do better?

n The childminder uses effective methods to accurately monitor and assess children's progress. She gathers useful information from parents when children start at the setting and uses her own observations to identify gaps in learning. Children make good progress from their starting points. n The childminder and her assistants provide a wide range of activities based on children's current interests and preferred way of learning. As a result, children enjoy their play and develop new skills quickly. However, books are kept stored away so children cannot look at them independently. n The childminder and her assistants understand how children learn and are skilled at supporting their individual interests through a well-considered and robust curriculum. At times, however, they do not provide enough challenge or extend children's learning effectively enough for them to make rapid progress. n Children are keen to join with activities. Even young children demonstrate

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need to do better?

concentration, listening and following rules carefully. They are curious about the activities they are engaged in. n Children develop their mathematical skills in daily activities. For example, as they play with play dough, younger children talk about shapes, sizes and colours. n Children have ample opportunities to develop their language and communication skills effectively. The childminder and her assistants talk to children, who share

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need to do better?

3 October 2019 their own thoughts and ideas. They introduce new words and give children time to use their thinking skills. n The childminder supports children's awareness of living a healthy lifestyle. For instance, children wash their hands after messy play and before lunch and use the toilet independently. The childminder supports parents to understand about what a healthy packed lunch looks like. n Children have access to outside spaces. They play in the childminder's garden, where they grow herbs, vegetables and fruit, and visit the local park and use the large play equipment. n The childminder places a strong emphasis on making the most of any professional development opportunities for both herself and her assistants. They are all keen to learn and build on their skills and knowledge. This helps further improve the curriculum for children. n Children learn about the natural world. For example, they are learning about life

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need to do better?

cycles as the childminder's tropical fish have just had babies. They watch them grow and talk about the changes occurring, and are eagerly awaiting the next set. n The childminder has developed strong systems to work in partnership with parents. She shares information with them in a number of ways such as daily conversations and online learning journals. She gathers their views about her setting and uses these, alongside children's and her assistants' views, to make changes and improvements to her practice. n A well-established key-person system allows children to build firm bonds with the childminder and her assistants. Children feel safe, confident and secure in the environment. This supports their emotional well-being effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that her assistants and herself attend regular training on safeguarding to keep their knowledge up to date. They talk with confidence about signs of abuse, wider issues around safeguarding and the local reporting requirements. The childminder assesses risks effectively and always maintains a safe and secure environment. When appointing new staff, she follows thorough recruitment processes to make sure all staff are suitable to work with children.

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should:

n strengthen opportunities for children to explore books independently, to build on their early literacy skills more effectively n increase opportunities to provide increased challenge in activities and extend children's learning further.

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Setting details

Unique reference number EY472312 Local authority Barnet Inspection number 10090974 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 0 to 4 Total number of places 12 Number of children on roll 12 Date of previous inspection 19 December 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Colindale, in the London Borough of Barnet. She operates Monday to Friday from 6am to 6pm, during term time only. The childminder holds a relevant early years qualification at level 2. She accepts funding for children aged two, three and four years.

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Inspection activities

n The childminder, her assistants and the inspector held discussions at appropriate times during the inspection. n The inspector observed the childminder and her assistants' interactions with children and evaluated the impact these have on children's learning and development. n The childminder and the inspector completed a joint observation of an activity together. n The inspector looked at children's records and evidence of the suitability of the childminder and her assistants. n The inspector reviewed written feedback from parents of the children attending and spoke to family members. n The inspector participated in a learning walk of the setting with the childminder.

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Inspection activities

3 October 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

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

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