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 Met

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The provision is good

Children enjoy the time that they spend with the childminder, who provides a welcoming and homely environment. They show that they feel cared for, secure and settled in her care. The childminder follows children's familiar routines closely and quickly responds to their individual needs. Children behave well. The childminder is affectionate and gentle in her approach and helps children to develop their understanding of routines and boundaries well. She teaches children to develop an awareness of others' feelings. The childminder's resources are plentiful, well maintained and organised effectively to encourage children to make independent choices. She has high expectations for children and plans activities based on children's interests and individual needs. For example, children worked together with the childminder to build a train truck. The childminder skilfully extended their problem-solving skills and encouraged children to count and identify

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The provision is good

colours as they constructed the train truck. Children show a positive attitude to learning and enjoy the activities that the childminder plans to help motivate and challenge them to learn. They develop good early literacy skills. For example, children enjoy books, learn the sounds that letters make and practise their early writing skills.

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need to do better?

n The childminder demonstrates a strong commitment to improving children's learning and care. She uses her observations to identify children's individual interests and to track their progress. The childminder quickly puts plans in place to help children catch up. All children, including those who speak English as an additional language, make good progress across all areas of learning. They gain useful skills for their future learning, including for when they move on to school. n The childminder supports children's developing language skills well. She introduces new words, asks questions, and uses repetition to help children to build sentences. For example, children enjoyed playing with puzzles and working out which pieces fit together. The childminder encouraged them to explain and describe what they were doing. Children become skilful communicators as they articulate their needs and feelings. n Children behave well. The childminder models good behaviour and uses positive

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need to do better?

and purposeful praise. She gets down to children's level and explains simple rules, such as using good manners and being kind and polite to others. Children have good opportunities to learn about the differences between themselves and others. For example, they enjoy regular walks in the local community and visit playgroups and local parks. Children gain an awareness of the world around them and learn to develop confidence in social situations. n The childminder provides many opportunities for children to develop their independence and increase their confidence. For instance, children persevered

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need to do better?

27 February 2020 well to complete tasks such as putting their boots on before going out to play and washing their hands before eating. n Overall, partnerships with parents are positive. The childminder regularly shares information with parents and provides ideas for home learning, which helps parents to support their children. However, the childminder does not consistently gather important information about children's development from parents, to identify children's starting points, to help her plan even more effectively for children's initial next steps in learning. n The childminder supports children's health effectively. She uses opportunities during play and routines to promote positive messages about healthy lifestyles. For instance, children used their imagination as they pretended to make porridge. The childminder engaged effectively in conversation with children about healthy eating. Children enjoy nutritious home-made meals and snacks

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need to do better?

and benefit from regular fresh air and physical exercise. n Overall, the childminder reflects on her practice well. Since her last inspection, she has completed a childcare qualification at level 3, and she attends a range of courses to ensure that she keeps up to date with training opportunities and initiatives. This has a good impact on the learning experiences she offers children. However, the childminder misses opportunities to collect feedback from parents to help improve the setting even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the signs and symptoms of abuse and knows who to contact should she have a safeguarding concern. She keeps her safeguarding knowledge up to date and is clear about wider issues, such as the risks of children being drawn into extreme views or behaviours. The childminder uses risk assessments well in her home and on outings to help minimise hazards. She teaches children road safety and how to keep themselves safe, for example during an emergency evacuation.

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should:

n seek more information initially from parents, about what their children know and can do, so that more effective planning is in place when children start at the setting n strengthen self-evaluation and take into account the views of parents when identifying areas for development to enhance the provision further.

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Setting details

Unique reference number EY466704 Local authority Barnet Inspection number 10104408 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 2 to 11 Total number of places 6 Number of children on roll 8 Date of previous inspection 11 November 2014

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Information about this early years setting

The childminder registered in 2013 and lives in the London Borough of Barnet. She offers full- and part-time care each weekday, from 7.30am to 6.30pm, throughout most of the year. The childminder provides funded early education for children aged three years. She holds an early years qualification at level 3.

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Inspection activities

n The inspector completed a learning walk with the childminder and considered the impact of teaching on children's learning. n The inspector and childminder jointly observed children and evaluated an activity together. n The inspector looked at the premises used for childminding and sampled relevant documentation, including children's records. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection.

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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

27 February 2020 27 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

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