Vasile, Simona

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children feel extremely safe, secure and confident in the childminder's care. They have close relationships with her. For example, children very happily leave their parents at the door, involve the childminder in their play and explore the space available to them with the utmost confidence. Children show a great respect for each other and make sure that everyone is included in their play. For instance, young children encourage others to join in with the actions to songs.

p.2

The provision is good

Children enthusiastically choose activities and select the games and toys that they wish to play with. They are curious and eager to explore and, in turn, enjoy their learning. The childminder actively encourages children to make independent decisions about their play. She frequently offers more than one option and waits for children to make choices. The childminder values children's opinions. Their confidence and self-assurance flourish in this respectful setting. The childminder has high expectations for all children in her care.

p.2

The provision is good

The childminder has created a welcoming environment for children to play outside in her well-cared-for garden. They build on their large-muscle skills as they use the large play equipment. Children help to take care of the animals, and take note of what is going on around them in their local surroundings.

p.2

need to do better?

n Children behave exceedingly well. They share resources, enjoy each other's company and are very eager to join in. Children have consistently positive attitudes to their play and learning. They understand boundaries and follow daily routines. For instance, children change their shoes and hang up their coats when they come in from the garden. n The childminder is an enthusiastic storyteller. Her love of books shines through as she reads to the children. She engages children in the story using toys, and talks about what they can see in the pictures. For example, children count how many chairs they have and feel the different textures while reading a story about bears. n Parents make positive comments about the care and attention that their children receive from the childminder. They talk warmly about the home-from-home environment that she has created. Parents appreciate the time and energy that the childminder puts in to the activities and the learning opportunities that their

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need to do better?

children experience. n Despite their young age, children have ample opportunities to be independent and carry out self-care skills for themselves. They understand the importance of hygiene, especially regarding coming inside from the garden and the need to wash their hands. Children master using knives safely as they cut bananas,

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need to do better?

31 August 2021 watermelon and apple for their snack. Children learn about leading a healthy lifestyle. They count the portions of fruit they have had for snack and the childminder writes them down on a chart to ensure they get five portions each day. n The childminder is highly successful at giving children a rich set of experiences that develop their own skills and interests and build on what they already know and can do. For example, the childminder provides younger children with a tea- making activity, which builds on their interest in pouring and sensory exploration. They delight in watching their fruit teabag change the colour of the warm water to pink. The childminder introduces new words, such as 'squeeze', as children put lemon juice into their tea. n Children's communication skills are well supported by the attentive childminder. Even young children engage in discussions using language skills beyond what is

p.2

need to do better?

typically expected. The childminder has high expectations for all children. However, at times, she asks many questions and does not give children enough time to consider their answer and use their thinking skills. n The childminder reflects on the quality of her setting and has ambitious plans for the future. She uses online sources to build on the quality of activities and attends training to support her skills. n The childminder encourages children to use numbers, amounts, size and shape in their play and daily routines. She follows children's interest in numbers well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good understanding of safeguarding and child protection. She recognises the importance of keeping her safeguarding knowledge up to date and knows the signs and symptoms that may indicate a child is at risk of harm. The childminder is confident of the local procedures for reporting any concerns about the safety and well-being of children in her care. She has good knowledge of wider safeguarding issues, such as protecting children from extreme views and behaviours.

p.3

should:

n ensure that children get enough time to consider their own answers to questions and use their thinking skills.

p.3

Setting details

Unique reference number EY559806 Local authority Barnet Inspection number 10190679 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 4 Number of children on roll 4 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 provides care from 7.30am until 6.30pm, Monday to Friday, all year round, except for family and bank holidays. The childminder holds qualified teacher status.

p.4

Inspection activities

n This is the first inspection the childminder received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder and the inspector completed a learning walk together to gather information about the curriculum provided. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of those living in the household. n The inspector carried out a joint observation of an activity with the childminder. n The inspector took account of the views of parents.

p.4

Inspection activities

31 August 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

31 August 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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