Kesavaram, Dijana

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

p.1

The provision is good

Children show positive attitudes and explore the childminder's home with curiosity. The childminder understands how to give children a good start in their learning and development. She gathers information from parents about children's routines and what they can already do when they start. Children show that they feel safe and secure in the care of the childminder. They happily interact with visitors to the setting. Children eagerly show and discuss pictures from their storybooks with visitors.

p.2

The provision is good

The childminder has clear routines and children respond very well to these. Children enjoy learning new skills and becoming more independent. The childminder has high expectations for children's behaviour. Children learn to take turns, share and use good manners. They use mathematical language spontaneously. The childminder helps all children to make good progress in readiness for the eventual move on to pre-school and school.

p.2

The provision is good

During the COVID-19 (coronavirus) pandemic, the childminder has realised that there have been fewer opportunities for children to mix with others. As restrictions ease, she has prioritised plans for children to play in larger groups so that they can further develop their social skills. She has continued to offer childcare during the pandemic.

p.2

need to do better?

n The childminder keeps parents well informed about their children's learning and progress. In light of the COVID-19 pandemic, she has modified daily routines to ensure the health of children. Alternative drop-off and collection arrangements are in place, parents are no longer allowed in the childminder's home, and additional cleaning measures have been implemented. Children regularly wash their hands and the childminder effectively supports them to develop a greater understanding of the impact of this routine on their good health. n The childminder supports children's communication and language development. Children are read to on a regular basis and are developing respect for books. The childminder engages children in meaningful conversations and models good conversational skills. She asks questions to check children's understanding. Children demonstrate that they understand the differences between healthy and

p.2

need to do better?

unhealthy food. Children confidently communicate their ideas; they extend and build on their growing vocabulary. They talk about which foods are unhealthy, naming foods that contain lots of sugar. n Children access a rich curriculum, which builds on their interests and what they already know and can do. For example, they learn about nature and reinforce it through activities such as planting seeds and observing the life cycle of

p.2

need to do better?

30 June 2021 butterflies, and can confidently explain what a chrysalis is. n The childminder supports children in being active. They develop good physical skills as they use the large play equipment in the garden. The childminder encourages children to make decisions and manage some risks for themselves, such as when they decide on different ways to go down a slide. n Parents are overwhelmingly positive about the childminder and the service she provides. They comment on how supportive she is and how happy their children are in her care. The childminder shares with parents what children have done and what they need to learn next. n The childminder uses her observations of children to understand their individual levels of development, interests and learning styles. She incorporates their next steps in learning into her planning. Overall, this has a positive impact on developing children's knowledge and skills across the seven areas of learning.

p.2

need to do better?

However, at times, the childminder does not identify opportunities to offer even greater challenges for children to routinely extend their learning even further. n Partnerships with other professionals are good. The childminder liaises well with the local council to keep her knowledge up to date. She has joined a childminder forum to communicate with other professionals. This helps her to gain new activity ideas for children. The childminder reflects on her practice and meets with other childminders to share good ideas to improve children's learning. However, the childminder's continued professional development is not focused closely enough on what will help to further improve her good teaching to the highest level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes training to keep her child protection knowledge up to date. She is aware of the signs of abuse and neglect and knows the local referral procedures to follow if she has a concern about a child. The childminder conducts a risk assessment of her home and garden and ensures that any potential risks are successfully minimised. The childminding premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access.

p.3

should:

n use opportunities for professional development to build on the good quality of teaching. In particular, enhance skills in providing even further challenges to support children to achieve the highest levels of learning and development.

p.3

Setting details

Unique reference number EY562314 Local authority Barnet Inspection number 10190877 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

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

p.4

Information about this early years setting

The childminder registered in 2018. She lives in the London Borough of Barnet. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 6 childcare qualification.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk of the setting where they discussed the early years provision and the aims of the curriculum. n A planned activity was jointly observed and evaluated by the inspector and the childminder. n The inspector held discussions with the childminder throughout the visit and discussed how the setting is managed. n Parents spoke to the inspector to share their views about the setting.

p.4

Inspection activities

30 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

30 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

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