Rix, Ronda Jennifer Sally

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

p.1

The provision is good

Children are developing their own interests. They confidently make choices about what they want to play with and ask the childminder and her assistants for help. For example, when children want to play with the baby dolls, they ask staff to fetch them and all their equipment. Children are engaged and motivated to play with their friends. They are learning to express their needs, and they feel valued and listened to.

p.2

The provision is good

Children engage in back-and-forth conversations with the childminder and her assistants. They are taught ambitious new language as they play alongside them. For example, as children play the shopping game with the childminder, they learn the word 'speaker' and talk about what this is used for. Children listen well as they answer thoughtful questions. When they do not understand, the childminder and her assistants explain to them in a way that helps them. Children are becoming confident talkers who communicate well.

p.2

The provision is good

Children are learning to take care of themselves. For example, they independently help themselves to water and hold their own cup. When children need comfort, they go to the childminder and her assistants for reassurance. Children have a clear understanding of the expectations on them. They have warm relationships with the childminder and her assistants, who teach them to be kind to others. Children behave well.

p.2

need to do better?

n The childminder and her assistants create a curriculum that helps children, overall, to develop a wide variety of skills and knowledge. They find out what children are interested in and use this information to plan activities that the children enjoy. They want children to be able to communicate their needs clearly and be physically active. The childminder knows this helps children to be ready for the next stage of their education. n The childminder finds out what the children know and can do. She plans a variety of activities with her assistants for children to practise a range of skills. However, the activities on offer are not always closely linked to the next steps in learning for all children. Not all children have access to the most ambitious opportunities to reach the best possible outcomes. n The childminder works with her assistants to ensure that they all understand how children learn new language. For example, assistants invite children to have

p.2

need to do better?

discussions about what they want to be when they grow up. One child says, 'I want to be a doctor in a police car.' Staff talk to the children about emergency vehicles. They check children's understanding. Children learn new language and use it in their play.

p.2

need to do better?

14 June 2023 n The childminder knows that some children will need additional support with their learning. She understands how to work with parents to help them to access support from external agencies. The childminder understands that this helps children receive the early help to which they are entitled. n Parents report that they are happy with the care and education their children receive. They say that children talk about what they have been learning when they return home. Parents report that the strong communication links with the childminder help them to extend children's learning at home. n The childminder and her assistants help children to become physically active. For example, children play on large equipment in the garden, they go for walks at the local farm and climb on the soft play in the childminder's home. Children are developing physical strength. They are gaining confidence as they take risks in

p.2

need to do better?

their play. n The childminder understands that it is important for children to learn about other people. However, children do not always have opportunities to learn about a wide range of differences. Children do not always develop a full understanding of other people. n The childminder supports her assistants to help them identify ways to improve their practice. She works together with her team to organise a variety of professional development opportunities. The quality of teaching builds consistently over time.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a range of policies and procedures to help keep children safe. She shares these with her assistants effectively. The childminder and her assistants have a strong understanding of the signs that a child might be at risk of abuse or harm. They know how to report their concerns to the appropriate authorities. The childminder and her assistants know the action to take in the event of an allegation being made against an adult. They conduct regular risk assessments to ensure that their setting is kept hazard free.

p.3

should:

n develop further the links between children's next steps and the activities available to ensure that all children reach the best possible outcomes n build on good practice to develop opportunities for children to learn about differences between themselves and other people.

p.3

Setting details

Unique reference number EY385396 Local authority Barnet Inspection number 10289632 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 18 Number of children on roll 17 Date of previous inspection 30 November 2017

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Woodside Park in the London borough of Barnet. She employs three assistants on a rota. The childminder and her full-time assistant hold appropriate early years qualifications at levels 3 and 2. The childminder operates for most of the year, from 8am to 6pm, Monday to Friday. She provides funded early education for two-, three- and four-year-old children.

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 childminder. n The childminder showed the inspector the premises, and they discussed how she ensures they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector talked to the childminder and her assistants at appropriate times during the inspection and took account of their views. 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 childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning.

p.5

Inspection activities

n Parents shared their views of the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

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

14 June 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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