Childminder in Central Bedfordshire

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 are relaxed and happy in this home-from-home and family environment. The childminder is very caring towards them. Children develop a strong bond with her. They show that they feel safe and secure in her care. The childminder is a positive role model and children behave well. The childminder gives children lots of praise and reassurance. This helps to build their confidence and self-esteem. Children are well supported to understand different emotions. For example, when they explore play dough, they discuss whether the dinosaur they make is 'funny' or 'scary'. This helps children to understand their emotions and they learn to regulate them. The childminder plans challenging and exciting activities covering all areas of the curriculum. As a result, children engage fully in activities for long periods.

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The provision is good

Children have interesting and enjoyable days with the childminder. They often go on outings where they can explore and learn about nature. For example, children love to visit the local farm. Young children learn to manage their own personal care needs, such as feeding themselves independently. They confidently and independently choose what they would like to play with. Children are well supported to gain the skills which they will need when they move on to school.

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need to do better?

n The childminder clearly enjoys her role. She quickly recognises each child's individual needs and helps children to feel valued and welcomed in her home. The childminder provides children with a good range of activities that meet their interests. For example, when children show a fascination with dinosaurs, she ensures that these are available for them to use in their play. n Children learn how to keep themselves safe. The childminder uses age- appropriate methods to support children's understanding of hazards. For example, younger children are encouraged to climb up and down the stairs confidently, using the handrail independently. The childminder makes sure that she is around children to support them, if needed. She teaches older children how to cross the road at pedestrian crossings. n Children have many opportunities to socialise. They often go to local toddler groups, where they learn to interact with other children and participate in group

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need to do better?

activities. The childminder meets up with other childminders and the children they look after, which also helps children to develop their social skills. n The childminder ensures children have regular exercise and daily fresh air. The garden is well resourced and enticing for children to play, explore and develop. Children impress the childminder as they demonstrate their developing skills in going backwards and forwards down the slide. Her encouragement supports children to develop in confidence and practise their newly acquired physical skills. Children also benefit from regular trips to the farm and local parks.

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need to do better?

15 March 2022 n The childminder places a focus on developing children's mathematical and communication skills. She incorporates this well into all activities. For example, during a play dough activity, the childminder uses it as a prop to support children to count the ducks while singing the nursery rhyme. n The childminder has developed strong partnerships with the schools that the older children attend. She shares relevant information about children to promote continuity in their care and learning. Younger children accompany the childminder on the school run. This helps them to familiarise themselves with the school environment. n The childminder forms friendly and trusting partnerships with parents. Parents praise the childminder, and the care and warmth she provides. The childminder keeps parents well informed about the children's day at the setting and about her planning and intentions for the week. However, she does not consistently

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need to do better?

share information with parents about their children's next steps in learning or discuss healthy eating practices. n The childminder reflects on her practice to identify ways to improve. She ensures that she keeps her knowledge and understanding of statutory guidelines and legislation up to date. However, the childminder has not extended professional development opportunities to enhance the quality of education further.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good understanding of safeguarding. She knows how to keep children safe and promote their welfare. The childminder describes the signs and symptoms of abuse, including female genital mutilation, radicalisation and extremist behaviour. She knows how to contact relevant agencies in the local area, to seek advice or to make referrals. The childminder has clear safeguarding policies and procedures in place, which she uses to underpin her practice. She undertakes safeguarding training to keep her knowledge relevant and up to date.

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should:

n extend information-sharing practices with parents to promote further consistency of children's care and learning n identify professional development opportunities to strengthen existing knowledge and enhance the quality of education to a higher level.

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Setting details

Unique reference number 147342 Local authority Barnet Inspection number 10120367 Type of provision Childminder

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Registers

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

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inspection

Total number of places 4 Number of children on roll 4 Date of previous inspection 4 November 2015

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Information about this early years setting

The childminder registered in 1999 and lives in Burnt Oak, in the London Borough of Barnet. She operates Monday to Friday, from 7am to 6pm, all year round. The childminder holds an appropriate qualification at level 3.

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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 that into account in their evaluation of the setting. n The inspector looked at a range of documents, including qualifications, evidence of suitability and first-aid certificates. n The inspector observed interactions between the childminder and children during activities, and assessed the impact on children's learning. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector talked to parents and took account of their views on the setting.

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Inspection activities

15 March 2022 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

15 March 2022 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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