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 Inadequate

p.1

The provision is good

Children thrive in this warm and nurturing environment. They make good progress in their learning and development, due to the high expectations that the childminder has of them.

p.2

The provision is good

The childminder and her assistant build warm relationships with children. They get down to their level and play with the children, modelling how to extend their play. Children benefit from the calm and reassuring way that adults interact with them. They approach the childminder and her assistant for comfort or to share their ideas. Children feel safe and comfortable at the setting.

p.2

The provision is good

Children respond positively to the well-embedded routines. For example, they happily take their place on a cushion ready for circle time and participate well with the familiar songs and rhymes. Routines such as these can help children to feel secure as they understand what will happen next throughout the day.

p.2

The provision is good

Children behave well. The childminder and her assistant praise children warmly with descriptive praise. For example, they say, 'Wow! You have kept the sand in the tray so well,' as children make sandcastles. If children display unwanted behaviour, the adults skilfully distract them by giving them a responsibility, such as to help give out the aprons. This helps children to understand the behaviour expectations clearly.

p.2

need to do better?

n The childminder has clear expectations for what she would like children to learn in the communication and language curriculum. The childminder and her assistant describe what the children are doing as they play. They use a wide range of new vocabulary with the children as they interact with them. For example, they comment on the 'ambitious' sandcastle that children are making. This helps children to extend their range of vocabulary. n The childminder and her assistant sing with the children throughout the day. Children enjoy using the props and actions as they join in with the songs. This supports children to make good progress in their communication and language development. n Children are enthralled as the childminder and her assistant read books to them. They listen intently and make predictions as to what they think will happen. This helps children to develop their understanding of language. n The childminder and her assistant teach children important social skills. For

p.2

need to do better?

example, children learn to share when adults take turns with children to fill the bucket with sand. Developing these social skills helps children to be prepared for the next stage of their learning journey.

p.2

need to do better?

27 June 2022 n The childminder has clear expectations of what children should develop in the curriculum for physical development. Children develop their hand-eye coordination as they focus well on completing a wide range of puzzles. They strengthen important physical skills as they build sandcastles or paint with large brush strokes. This means that children make good progress in their physical development. n The childminder and her assistant have a good understanding of what children know and need to know in their learning journey. They carefully plan how to support children to meet their next steps. This helps children to make good progress in their learning. n The childminder supports children who speak English as an additional language by using key words in their home language. For example, children beam with pride as they practise counting in their home language with their peers. Regularly using children's home languages in this way can help children to feel

p.2

need to do better?

proud of their identity and support their communication skills. n The childminder constantly reflects on her and her assistants' practice. She considers how to improve practice in the setting and accesses relevant professional development opportunities to support this. For example, the childminder and assistants work closely with a speech and language therapist to help them understand how to enhance children's communication and language skills further. n The childminder works hard to develop strong parent partnerships. She communicates frequently with parents to explain what children have been doing. She works together with parents to support children's progress by recommending consistent strategies at home and in the setting. This helps children to transition smoothly between both places. n Occasionally, the childminder does not teach children to sit at the table when they eat, for example when children walk around as they eat crackers. This does

p.3

need to do better?

not support children's personal development at these times.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the processes to follow if she has concerns about a child. She understands the procedure to follow if an allegation is made against her or an assistant. The childminder displays key safeguarding information and provides regular safeguarding training to her assistants so that they also understand how to keep children safe. The childminder makes good use of ongoing risk assessments to ensure that children are safe and well supervised while at the setting.

p.3

should:

27 June 2022 n consider how to ensure that meal and snack routines are consistent so that children understand these well.

p.3

Setting details

Unique reference number EY539585 Local authority Barnet Inspection number 10230059 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 9 Number of children on roll 9 Date of previous inspection 4 February 2022

p.5

Information about this early years setting

The childminder registered in 2017 and lives in the London Borough of Barnet. She operates Monday to Friday, from 8am to 6pm, all year round. The childminder works with additional assistants.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together and discussed the curriculum. n The inspector carried out a joint observation of an activity with the childminder. n Children spoke to the inspector about what they enjoy doing in the setting. n The inspector observed the interactions between the childminder, her assistant and the children. n The inspector had discussions with parents and took their views into account. n The inspector held discussions with the childminder about practices and procedures.

p.5

Inspection activities

27 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.5

Inspection activities

27 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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