Childminder 146979

Overall effectiveness Outstanding

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

p.1

The provision is outstanding

The childminder has extremely high expectations of what each child can achieve. She very carefully plans an exciting, varied and imaginative environment that invites children to participate. Learning opportunities are tailored very carefully to the individual needs of different groups of children.

p.2

The provision is outstanding

Children make superb progress in their literacy and mathematical development. For example, when playing outdoor games, older children can quickly identify and recognise two-dimensional shapes and letters that have been drawn in chalk. They excitedly shout out the answer and then jump onto the correct letter or shape. Children count extremely confidently in sequence from one to 20, and begin to recognise that smaller numbers make up larger ones.

p.2

The provision is outstanding

The childminder is quick to explore and grasp unique opportunities. She actively encourages children to make choices and share their views. The childminder provides babies and young children with picture cards, so that they can easily choose what song they would like to sing. She values each child and is an excellent role model. Children are very happy and safe. They display a deep sense of belonging and develop very secure attachments with her and the co-childminders. Children's emotional well-being is exceedingly strong.

p.2

need to do better?

n Children become excellent communicators, extending their use of language as they talk avidly about activities and past events. The childminder places a strong focus on teaching children to communicate. Song and rhyme times are lively occasions, where the childminder weaves different aspects of teaching to stimulate children's interests. Children explore musical instruments and discover the sounds that they can make. They learn to make sounds with metal lids and metal kitchen utensils that hang on the fence outside, surprising themselves with the loud sounds. The childminder teaches children to play instruments loudly and softly, increasing their listening skills. n The childminder gets to know children and their families very well from the start. She has implemented a careful settling-in process. The childminder learns about children's routines, background information, interests and their likes and dislikes

p.2

need to do better?

before the parents leave children in her care. She uses this information highly effectively to plan for and support children to try things on their own and enhance children's independence, so that they make exceptional progress. n Children behave exceptionally well. The childminder has a calm and gentle approach. Children are extremely confident, displaying very high levels of cooperative play, enthusiasm and concentration. Older children display exemplary manners and kindness towards younger children. They include them

p.2

need to do better?

13 February 2020 in their games and make sure that they have a turn to sing their favourite songs. n The childminder promotes children's physical well-being superbly. Children visit playgroups, soft play and parks and spend time in the highly attractive garden. Children are highly resilient and persevere as they try and balance balls on large pieces of material. Babies squeeze flour and pasta shapes in their hands and through their fingers. They dig inside the flour for hidden coloured pasta shapes. When playing with an array of kitchen utensils, such as cups, sieves and metal scoops, children practise tipping and pouring, increasing their physical skills. n Children make exceptional and rapid progress in all their areas of learning. The childminder makes extremely accurate assessments of their ongoing learning from their starting points. She uses highly successful tracking and planning systems to identify and quickly address any gaps in children's learning or

p.2

need to do better?

development. The childminder shares this system with local childminders, helping to raise early years practice in the area. n The childminder pays excellent attention to developing her high-quality practice through ongoing training and educational research. She is exceptionally keen to enhance opportunities for children to experience the world around them even further. Superb reflective practice is achieved as the childminder listens closely to the views of her co-childminders, children, parents and other professionals. n The childminder is meticulous in sharing information with other professionals who work with the children, and with other childcare settings that children attend. She regularly attends training and provides well-written progress reports to keep them updated about children's excellent ongoing achievements. For example, her excellent knowledge of the activity planning at the local pre-school

p.3

need to do better?

enables her to offer children activities that build on what they have been learning. n The childminder forms excellent partnerships with parents. Together, they share ideas that build very securely on children's existing skills and knowledge. The childminder promotes diversity exceptionally well. Children enjoy high-quality activities and interactions that enable them to explore and celebrate their own and others' traditions. For instance, parents come in to read the story of Diwali to the children, and cook foods from different places around the world.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a very broad knowledge of child protection issues, including wider safeguarding concerns. She can identify the signs and symptoms which may indicate that a child is at risk of harm. The childminder knows who to contact if she has concerns about a child's safety and welfare. She makes sure that her co- childminders have the necessary knowledge to report any concerns about a child's welfare. The childminder talks to older children about online safety and the safe use of the internet, to help them develop an excellent understanding about staying safe.

p.3

Setting details

Unique reference number 146979 Local authority Barnet Inspection number 10137725 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 6 Total number of places 18 Number of children on roll 12 Date of previous inspection 25 April 2016

p.4

Information about this early years setting

The childminder registered in 1995 and lives in the London Borough of Barnet. She works with her husband and daughter, who are also registered childminders. The childminder is available to care for children from 7am to 6pm, Monday to Friday, throughout most of the year, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector carried out a learning walk with the childminder and discussed the resources she provides to support children's learning. n The inspector discussed learning activities with the childminder, and assessed the quality and impact of teaching on the children's learning. n The inspector spoke with the childminder and the co-childminders about the organisation and planning of children's activities. n The inspector looked at children's records, policies and procedures, and checked evidence of the suitability of the childminder, the co-childminders and other members of the household. The inspector discussed the childminder's self- evaluation processes and plans for improvement. n The inspector conducted a joint observation of an activity with the childminder.

p.4

Inspection activities

13 February 2020 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.

p.4

Inspection activities

13 February 2020 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6