Ryan, Charlotte Louise

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 are happy and safe in this setting. They behave well and are incredibly polite. Children have close bonds with the childminder. She offers settling-in sessions for children that are tailored to meet their individual needs. This helps them to settle quickly in this setting. Children learn about their own cultures and ways of life. This helps them to understand what makes them unique. Children also learn about the similarities and differences between themselves and other living things. For example, they discuss the differences between their feet and the duck's feet and learn about webbed feet. Children even discuss their actions during their different moods and emotions. This supports them to understand about the diversity around and within them.

p.2

The provision is good

The childminder has high expectations for children's learning. She enhances this by explaining what children are doing and why it is important to do it. For example, children have great fun playing with dolls as they learn to put sun cream on them and keep them in the shade at all times. They keep the babies hydrated by giving them water to drink and spraying cold water on their faces, as they repeat what they have heard from the childminder about it being a very hot day. Children respond well to this and show high levels of engagement in activities. This builds their self-esteem and emotional well-being.

p.2

need to do better?

n The childminder demonstrates a genuine enjoyment of her work. She has worked hard to communicate well with parents and children throughout the COVID-19 pandemic. For example, favourite books were read online and recorded for children to hear and see. n The childminder has developed an ambitious curriculum for the children who attend. She gathers useful information when children start at her setting and uses this to build on their learning. The childminder knows the children well. She can talk about what they can do, what she wants them to learn, how she will ensure they do this and why. This allows children to make good progress and show readiness for their next stage of learning. n Children persevere when learning new skills, as they are supported well by the childminder to problem-solve and come up with solutions. For example, they have to think about how they can get in and out of the outdoor den depending

p.2

need to do better?

upon their size. This helps children to understand mathematical problems and to come up with practical solutions. n Children have good relationships with the nurturing childminder. They develop their independence during toileting and mealtimes. Children follow rules, such as tidying up after themselves and applying sun cream on before they go out to play in the garden. However, there are times when they become too dependent

p.2

need to do better?

17 June 2022 on the childminder's instructions and are unable to confidently direct their own independent play. n The childminder is a good role model. She shows respect for children, for example when she asks permission before helping them in the toilet. The childminder uses good manners and is kind and respectful. She has a calm approach and clearly explains to children how to share, using age-appropriate language. Consequently, children behave well and are polite to each other. n The childminder has a strong focus on communication and language development. She models language well and routinely introduces new words while she plays alongside children, to help extend their vocabulary. For example, the childminder talks to them about hydrating in hot weather. She provides children with snack vocabulary cards to discuss the characteristics of different fruits, such as 'lemony', 'crispy', 'chewy', 'melty' or 'jammy'.

p.2

need to do better?

n Children have lots of opportunities to be physically active. They visit the local woods regularly for a day out and a picnic. Children have nutritious, home- cooked meals. However, the childminder does not always discuss with them about the healthy food that they are eating and why they should be eating it. n Parents comment that they are happy with the care that the childminder provides their children. They express that she is very flexible with the timings for their children and helps them with wrap-around care during school transitions. Parents talk about how their children have great fun playing with all the toys available to them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of the possible signs and symptoms of abuse. She knows how to correctly report concerns about the welfare of children. The childminder is aware of how to report any allegations made against her or another member of her household. She is aware of child protection issues such as female genital mutilation and radicalisation. The childminder is trained in paediatric first aid and keeps this up to date. This helps to keep children safe. The childminder carries out regular checks of the indoor and outdoor environment and removes any hazards. There is an emergency evacuation procedure in place that she practises regularly with the children.

p.3

should:

n build on strategies to help children develop more confidence as they play and learn independently n provide children with more opportunities to discuss healthy eating practices, to promote their good health.

p.3

Setting details

Unique reference number EY562332 Local authority Barnet Inspection number 10190845 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 2 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Barnet, in the London Borough of Barnet. The childminder cares for children each weekday from 8am to 6pm all year round.

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 that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector spoke to the parents, staff and children at appropriate times throughout the inspection.

p.4

Inspection activities

17 June 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.

p.4

Inspection activities

17 June 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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