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 Good

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The provision is good

Children have a positive relationship with the childminder and show they feel safe when they are with her. She speaks in a supportive, calm voice and provides reassurance to children when needed. For example, when children become upset, the childminder provides them with cuddles and comfort. Children are very happy in the childminder's home. Children settle quickly and eager to join in with activities. For example, they play with a farmyard and talk about the animals and what sounds they make. They operate a small wind up conveyor belt to pull up the 'hay'. The childminder tells the children about the shire horse who is 'big and strong'. The younger children enjoy feeling the textured animal pictures in a book and invited to say whether the duck wings feel 'soft'. All of the time the children are being introduced to new vocabulary. The childminder encourages children to be independent and do things for

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The provision is good

themselves. For example, they persevere to put their shoes and coats on. Children respond to the clear boundaries and behaviour is good. The childminder models how to treat others with kindness and respect. She supports children to begin to understand how their behaviour impacts on others. Children have high levels of self-esteem and motivated to learn.

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need to do better?

n The childminder has good partnerships with parents and works with them to support children's learning and development. The childminder knows the families very well and often had older siblings before they started school. Parents comment positively about the childminder and value the regular updates she provides about their children's progress. n The childminder encourages children to learn about each other's cultures and backgrounds for example, sharing recipes together. This helps children to learn about the similarities and differences between themselves and others in the community. It gives children a varied range of positive learning experiences. n She plans a range of teaching activities and has an array of different resources for the children to use. However, the childminder does not always organise the learning environment and activities sufficiently enough to enable young children to explore independently to help develop their thinking and imagination even

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need to do better?

more. n Children develop good mathematical concepts as they learn about numbers as they play. They enjoy doing puzzles, such as putting shaped noses on to animal cards. She gives lots of positional language, such as 'over ' and 'under', as children set out a train track. Young children explore a range of interactive toys, pressing the buttons to make different sounds and colours. n The childminder observes the children to assess their skills and knowledge. She

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need to do better?

2 March 2023 knows how to help children if there are concerns that they are falling behind in their development. She works with outside agencies and parents to ensure that children get the support they need. n The childminder has attended mandatory training and keeps herself up to date with new legislation. However, the childminder has recognised herself that she would like to do more professional development opportunities to extend her teaching skills and improve children's learning even further. n The childminder has high expectations of what children can achieve. She is enthusiastic about children developing good communication and language skills. For example, she listens intently to everything they say and she joins in with their conversations. Children talk about their feelings, such as, 'I am hungry', when it is lunch time. Favourite books are on display for children to share. n The childminder supports children to be self-sufficient with their personal

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need to do better?

hygiene skills. The childminder encourages a healthy lifestyle and talks to them about healthy food. Children enjoy cutting up vegetables and fruit for lunch or snack. They talk about the different coloured food and where it comes from. n The childminder is enthusiastic about children's learning outdoors. Children have access to regular exercise and fresh air in the garden and at the local parks. The childminder takes the children on outings to participate in music sessions or to visit a farm to see the animals.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to protect children from harm. She has attended safeguarding training to keep her knowledge up to date. The childminder understands the procedures and knows who to contact should she need to report her concerns about a child. She carries out regular risk assessments to ensure her home is safe and suitable for children to play in. The childminder maintains her first-aid training to help her deal with any emergencies involving children. She teaches children how to keep themselves safe and be aware of risks, indoors and while walking along the road.

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should:

n Review the resources and teaching activities to give young children more opportunities to explore independently, develop their own ideas and extend learning even further. n Seek wider professional development and training to strengthen the quality of teaching to the highest level.

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Setting details

Unique reference number EY389016 Local authority Barnet Inspection number 10235282 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 6 Number of children on roll 14 Date of previous inspection 6 March 2017

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Information about this early years setting

The childminder registered in 2009. She lives in Friern Barnet, in the London Borough of Barnet. The childminder is available Monday to Thursday from 7.30am to 6pm, throughout most of the year. She provides funded early years education for two-, three- and four-year-old children.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector and the childminder evaluated an activity together. n The inspector observed the quality of education being provided by the childminder. The inspector assessed the impact that this was having on children's learning. n Parents shared their views of the childminder's practice with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 March 2023 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

2 March 2023 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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