Childminder EY474992

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

Children form extremely close attachments with the childminder and show that they feel cared for and settled. Younger children approach her readily for cuddles and reassurance, confident that their needs will be fully understood. Children develop good levels of independence during activities. For example, they choose from a wealth of high-quality resources which are easily available to them. Children learn to make healthy choices about what they would like to eat. For example, they chose some fruit and water for their snack. The childminder supports younger children's physical skills well. She discusses strategies with parents to successfully encourage younger children to walk, and ensures they have good opportunities to develop their movement and coordination.

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The provision is good

The childminder supports children's early communication and language skills well. For example, she uses stories and songs to encourage younger children and babies to imitate sounds, single words and actions. Babies giggle as they show the childminder where their head is, and move their bodies to different instrumental sounds to express how they feel. Children develop an awareness of how to use technology. For instance, they learn to press buttons on electronic toys to make sounds and listen to songs.

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need to do better?

n The childminder has a good understanding how children learn, and uses her knowledge to plan an exciting curriculum. She regularly monitors and tracks children's progress and quickly puts plans in place to help them catch up and make good progress across all areas of learning. The childminder regularly shares information with parents and provides ideas for home learning, which helps parents to support their children. n The childminder builds on younger children's emerging mathematical skills effectively. For example, she encourages children to play with shape sorters and learn to count during activities. Younger children are creative and play imaginatively with a range of materials. For example, they were eager to draw large circles and make marks with crayons. The childminder praised the children for their good efforts and extended their learning further by encouraging them to repeat the names of different colours and shapes.

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need to do better?

n Children benefit from regular trips and outings, for example to the park and playgroups. They have good opportunities to socialise and learn about any differences between themselves and others. Children grow in confidence and gain skills that prepare them well for the next stage in their learning, including when they move on to school. n The childminder evaluates her practice well to identify relevant areas to improve children's experiences and her procedures. She has addressed the

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need to do better?

4 December 2019 recommendations made at the previous inspection. For example, she now provides children with more opportunities to extend their understanding and use of mathematical language. However, although the childminder keeps up to date with mandatory training, she does not carefully target her professional development fully to strengthen her practice. n The childminder has established good and effective partnerships with parents, to help meet children's needs and support their development. Parents are highly complimentary about the learning and care their children receive. However, the sharing of information with other early years providers where children attend does not promote a shared approach to children's learning and development effectively. n The childminder provides many opportunities for children to develop their independence skills. For example, younger children persevere well to complete

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need to do better?

tasks, such as eating their own meals. They learn about good hygiene practices, such as washing hands before eating. n Children's behaviour is good. The childminder helps them to develop their understanding of routines and boundaries well. She uses positive and purposeful praise and encouragement, and teaches younger children to develop an awareness of others' feelings. The childminder is attentive to children's individual needs and actively follows their lead. This helps to build children's confidence and self-esteem.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role and responsibility to protect children in her care. She knows the procedures to follow if she has a concern about the welfare of a child. Children's safety is a strong focus for the childminder. She has reviewed her practice and attended recent safeguarding training to ensure requirements are met, in particular around supervising children. The childminder carries out daily risk assessment checks to help minimise any hazards. This helps to keep children safe and has a positive impact on their welfare.

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should:

n focus more precisely on developing a targeted programme of professional development to enrich the quality of practice further n strengthen partnerships with other early years settings that children attend in order to routinely support and complement children's care and learning experiences.

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Setting details

Unique reference number EY474992 Local authority Barnet Inspection number 10061432 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 8 Total number of places 6 Number of children on roll 3 Date of previous inspection 6 July 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the London Borough of Barnet. She operates each weekday from 8am to 6pm, throughout most of the year. The childminder provides funded early education for children aged two, three and four years.

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Inspection activities

n The inspector completed a learning walk with the childminder and observed the quality of teaching and the impact this has on children's learning. n The inspector held discussions with the childminder and parents. She considered parents' feedback by sampling written documents. n The inspector and the childminder jointly observed children, and evaluated an activity together. n The inspector looked at areas of the premises used for childminding and sampled relevant documentation, including evidence of the childminder's suitability and training, and children's records.

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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

4 December 2019 4 December 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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