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 Not applicable

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The provision is good

Children gain a wide range of useful skills and knowledge that prepare them well for school readiness. They gain confidence and develop good levels of concentration. The childminder carefully considers each child's starting points. This includes knowing how COVID-19 (coronavirus) has changed the experiences children have and how to adapt her teaching accordingly. For example, she knows how to adjust and speak to children who are at different stages in their language development. Although parents do not enter the childminder's home because of COVID-19 risk assessments, the childminder makes every effort to share children's progress and activities through regular discussions. Parents of children who speak English as an additional language say how well their children have progressed with their speaking. The childminder plans learning experiences that help children to build on what they know and can do. Children are creative and use their

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The provision is good

imaginations as they play. They recreate familiar roles and experiences. Children make good use of technological resources as they pretend to be shop keepers. They use play money, pretend to scan food items using small electronic handheld scanners, and operate cash tills. Children have secure attachments with the childminder. Children who are less confident than others seek out the childminder during play. They go to her for comfort and reassurance. The childminder sensitively supports children to explore the environment and helps them develop their independence. For example, they manage their toilet visits and use cutlery to feed themselves. Children are well behaved and happy.

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need to do better?

n The childminder ensures that she supports the children's understanding of the wider world. For instance, she introduces a wide variety fruits and vegetables for children to compare different tastes, colours and textures. This gives them opportunities to discuss where each fruit or vegetable comes from in the world, as they learn about new countries. n Overall, the childminder supports children's communication and language development well. Quieter children gain the confidence to join in with conversations, listen to what others say and offer their own ideas. However, sometimes, the childminder does not give children the time they need to think critically, before she provides answers or steps in to help. She is aware that she does this and is working to improve. n In the main, children develop good mathematical skills. They learn about size, shape and measure in everyday play. For instance, the childminder helps

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need to do better?

children learn the meaning of words, such as 'short' and 'long' to describe the difference between toy animal tails. However, on occasion, during some activities involving counting, she does not always challenge children, to help them build on what they already know and can do.

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need to do better?

7 June 2021 n Children form close bonds with the childminder, who is nurturing and attentive to their needs. Children behave well and respond to the childminder's positive praise and encouragement. They understand the routines and expectations in her home. n The childminder plans activities based on the children's interests and next steps in development. She has been working on developing this area of her practice. This ensures that she makes correct assessments on children's progress, identifying what they need to learn next. As a result, children are making good progress. n Children feel safe and secure. The childminder uses play activities to teach them about risk and safety. For example, during role play, a child pretends to serve pizza from the oven to the childminder, who reminds her to be careful as it is 'hot'. The childminder 'blows' on the pretend pizza and tells the child to do the same. n The childminder understands the importance of her professional development

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need to do better?

and completes regular training courses to ensure she keeps learning. She has also developed methods for self-evaluation which she is continuing to work on, to further improve her practice. For instance, she writes down ideas and thoughts after activities in order to improve them. n Parents are complimentary about the childminder. They comment that she is kind, calm and patient. They say that their children are happy and know what is expected of them. The childminder uses the shared information to support children's learning. For example, she has developed resources to work on children's developing language skills and dexterity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder can confidently recognise the signs and symptoms that may indicate a child is at risk of harm. She is fully aware of her roles and responsibilities to safeguard children. She is also aware of wider safeguarding concerns and who to contact if concerned about a child's safety and welfare. The childminder places great importance on keeping her knowledge up to date and completes regular safeguarding training.

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should:

n use activities more effectively to challenge children further, especially in their learning of mathematics, and help them build on what they already know and can do, so they can make the best possible progress. n allow children to develop their critical thinking skills further by giving them more time to think about how things work and explore their own ideas.

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Setting details

Unique reference number EY548575 Local authority Barnet Inspection number 10143508 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in the London Borough of Barnet. She provides care from 5am until 7pm, Monday to Friday, all year round, except for family and bank holidays.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the areas used for childminding and observed and discussed the quality of teaching with the childminder during activities. n The inspector sampled relevant documentation and evidence of the childminder's training and qualifications. n The inspector spoke to children during the inspection. n The inspector took an account of the views of parents, through discussions held with parents, via telephone calls at an appropriate time during the inspection. n The inspector carried out an evaluation of an activity with the childminder and assessed the impact this has on children's learning.

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Inspection activities

7 June 2021 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

7 June 2021 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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