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

Children have fun exploring this exciting setting. The creative childminder uses children's interests to set up stimulating learning experiences. For example, children have an interest in animals and so an edible farmyard was created using cereals, farm animals and plastic people. Children sing 'Old MacDonald Had a Farm' as they role play being farm animals, which helps them to develop their imaginative and early communication skills. The childminder sets the environment up with a variety of different learning experiences for children to explore each day. For example, they develop their small hand and finger muscles as they manipulate an ice-cream scoop in the role-play ice-cream parlour in the toy kitchen. They develop their language skills as they speak on a toy phone. Children have access to a garden where they have a range of activities to play with. They develop their large physical skills while climbing up and sliding down a slide. They learn to

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The provision is good

manage and assess risk as they climb the climbing frame. Children develop their large muscles and cardiovascular strength as they ride around the garden on tricycles.

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The provision is good

Children behave very well for their age. The childminder uses positive behaviour management strategies to teach them about expected behaviour and to help them learn to manage their own feelings and behaviour. Children learn to be kind to each other, to share and to take turns.

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need to do better?

n The childminder is highly qualified and has a firm understanding of child development. This helps her to support children as they move on in their learning. She regularly assesses the children's development and interests. She uses this, and information from parents, to plan an exciting curriculum. For example, the childminder created a captivating dinosaur world for children to explore, based on their interest. Children make good progress in this exciting learning environment. n Children develop positive relationships with each other. They learn how to take care of and respect the childminder's pets, which are a part of their learning environment. Children go out to collect dandelions for the tortoises to eat and they have explored growing through planting and growing dandelions. n Parents praise the provision and the care that their children receive. They say that the childminder 'puts so much effort into making sure that children are

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need to do better?

stimulated'. They also share their joy at the development that their children have made. n Children have very good opportunities to develop their early literacy skills. The childminder models good communication through providing a running commentary and introducing new words as children play throughout the day.

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need to do better?

19 February 2020 She supports children to develop a love of books. They choose their favourite book from the book corner for the childminder to read to them. Children visit the library where they join other children and take part in a 'rhyme time' group. They also have opportunities to explore mark making with paint and chalk on the easel and during messy play. However, the childminder does not always maximise opportunities for children to use their home language in their play and learning, to enhance their development in communication and language. n Children's mathematical skills are supported well. Children are given the opportunity to count throughout the day. For example, they count blueberries and strawberries at snack time. They name the melon shapes that the childminder cut for them to eat, and they match the same and similar toys while playing. n The childminder promotes children's health and well-being effectively through

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need to do better?

the physical outdoor curriculum and the healthy snacks provided each day. Children develop their understanding of health and hygiene as they sing while washing their hands before snack. However, more could be done to support children's self-help skills at routine times of the day. For example, the childminder could encourage children to tidy up after they have finished playing. n The childminder is very mindful of the importance of children developing strong attachments with her. When children join her, she encourages parents to stay and play until they are both comfortable with her. Strong positive attachments between children and the childminder have been formed, and children are confident and emotionally secure.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep all children in her care safe from harm. She knows how to identify the possible signs of abuse and neglect and how to report any concerns that she may have about a child. In addition, the childminder regularly updates her safeguarding knowledge through training and she is confident in identifying a child or family who may be at risk from radicalisation or grooming. The childminder regularly assesses risks in her home and ensures that her setting is safe, clean and clutter free to avoid accidents.

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should:

n increase opportunities for children to use their home language in their play and learning, to further enhance their development in communication and language n make use of everyday opportunities and routines to support children to develop their self-help and self-care skills further.

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Setting details

Unique reference number EY336598 Local authority Camden Inspection number 10073694 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 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 17 May 2016

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Information about this early years setting

The childminder registered in 2006. She lives in the London Borough of Camden. She works Monday to Friday from 8am to 6pm and offers full-time care.

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Inspection activities

n The childminder and the inspector held a discussion to understand how the early years provision and curriculum are organised. They looked at the rooms in the house used for childminding, the outside area and the resources used by children. n The inspector observed children as they were engaged in a variety of activities and assessed the impact that these had on their learning. She also spoke to children and the childminder at appropriate times throughout the day. n Parents shared their views through emails. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household.

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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

19 February 2020 19 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.

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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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