Childminder in Barnet

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Met

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The provision requires improvement

Children are happy and safe at the childminder's setting. Children attend the setting on an ad-hoc basis and quickly settle in on the occasions when they attend. They form warm relationships with the childminder and enjoy playing and interacting with her confidently.

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The provision requires improvement

On occasion, children do not benefit from well-planned learning opportunities based on their ages and stages of development. For example, young children complete worksheets in which they cut out small labels and stick them on a sheet. They do not progress in their learning during activities such as these as they are not age appropriate. At times, children are expected to focus for unrealistic lengths of time on adult-led activities. Children find it harder to engage with the activities on offer at these times.

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The provision requires improvement

Children respond well to the childminder. They listen and follow instructions well. However, children do not have enough opportunity to be inquisitive and explore the activities on offer independently. This does not allow children to develop their curiosity sufficiently. Children learn important skills such as how to share and take turns through, for example, playing board games with the children. This helps to prepare children for the next stage of their learning journey.

p.2

need to do better?

n The programme of learning for communication and language is inconsistent. The childminder gets down to the children's level and leads two-way, high-quality interactions during play. However, she does not support children's progress in communication and language at all times. For example, during snack and lunchtime, the childminder shows children programmes on the computer, instead of using these opportunities to support children's speech and language development. This means that the progress that children make in their communication and language at the setting is variable. n The childminder plans some opportunities for children to develop their physical skills. For example, they develop their fine-motor skills through painting or doing puzzles and their gross-motor skills through driving cars or digging sand in the garden. However, the childminder does not carefully consider the sequence of the programme of learning for physical development based on what skills the

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need to do better?

children need to develop. This does not help children to make optimum progress in their physical skills. n The childminder has some understanding of what children have achieved and need to learn next to make progress in their learning journey. However, she does not always carefully consider how to support children to achieve these next steps. This impacts on the progress that children make while at the setting.

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need to do better?

24 August 2022 n The childminder does not ensure that her knowledge of the requirements of the early years foundation stage document is kept up to date. This impacts on the quality of education that the children in her care receive. For example, the childminder is not able to confidently name the key areas of learning she should be focusing on with younger children. This demonstrates that she does not place sufficient emphasis on these areas of learning when planning her programme of learning for the children. n The childminder does not carry out the statutory progress check for two-year-old children who attend regularly. Therefore, she cannot use this as a tool to identify any areas of a child's development which may need extra support. n The childminder does not ensure she accesses opportunities for professional development to help her to design and implement a high-quality programme of learning. She does not have a sufficient understanding of what good practice

p.2

need to do better?

looks like in order to evaluate her own practice. This means that she is unable to ensure her practice is good enough to support the children's learning needs. n The childminder builds strong parent partnerships. She feeds back verbally to parents about what their children have been doing at the end of each session. Parents speak highly of the warmth of the childminder and the strong communication. This supports children to transition between home and the childminder easily.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder carries out effective risk assessments so that the environment is safe and secure. She has systems in place to ensure that any children with allergies or dietary requirements are kept safe at the setting. The childminder understands the necessary processes to follow if she has concerns about a child's wellbeing or if an allegation is made against her.

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Due date

carry out the statutory progress check for two-year-old children who attend regularly 30/09/2022

p.3

Due date

plan age-appropriate learning opportunities based on what children know and need to know next, particularly in the prime areas. 30/09/2022

p.3

should:

n ensure professional development is kept up to date, particularly around learning and development.

p.4

Setting details

Unique reference number EY480174 Local authority Barnet Inspection number 10231904 Type of provision Childminder

p.5

Registers

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

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 27 September 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Finchley, in the London Borough of Barnet. The childminder operates all year round, from 9am to 2pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

p.5

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the 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 within the setting. n The inspector observed the interactions between the childminder and children. n The inspector had discussions with parents and took their views into account. n The inspector held discussions with the childminder about their practices and procedures.

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Inspection activities

24 August 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

24 August 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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