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 Not applicable

p.1

The provision is good

Children sing spontaneously throughout the day and are keen to share what they are doing. For example, in the garden, children sing 'Rain, rain go away' when it begins to rain. They sing a favourite song about a shark when they show the childminder the toy sea creatures that they have found in the water. The childminder supports children's language development through songs and books. In particular, she ensures that children who speak English as an additional language feel valued. For example, she reads books in their home language as well as English. This helps all children to enhance their communication skills.

p.2

The provision is good

The childminder helps children to express themselves with confidence. For example, children state they like apples and use actions alongside words to show when they are hungry. The childminder responds in a positive way to these interactions. She praises children in meeting their own needs. This supports children to develop their self-esteem. Children feel safe and secure in their environment. They are confident to access what they need in the childminder's home. At lunchtime, children gather spoons and plates from the cupboard to help to set the table. They help their friends to get what they need for lunch as well. Children develop skills to build friendships.

p.2

need to do better?

n The childminder and her assistant continually reflect on and evaluate their practice. The childminder attends training and works with other professionals in the local authority. This helps her to develop her knowledge and skills to support all children. The childminder knows it is important to keep up to date with changes and to share learning with her assistant. The assistant is confident to request training and states that she feels well supported. n The childminder is clear about what she wants children to learn before their next stage in their learning journey. The childminder and the assistant discuss daily what children are learning and how best they can support them. They work together to ensure that children of all ages and stages of development have access to learning in group activities. n Parents state they have regular communication with the childminder. They receive information on how their child is progressing and how they can support

p.2

need to do better?

them at home. The childminder regularly gathers information from families, including those families who speak English as an additional language. The childminder asks parents to translate key words. This means that the childminder and her assistant can use these words to support children's understanding in care routines, such as when potty training and at mealtimes. As a result, children make progress in all areas of development. n The childminder praises children throughout the day. She is quick to respond to

p.2

need to do better?

5 July 2023 children's negative behaviour by reminding them of the boundaries. However, the childminder does not support children to learn the consequences of their actions and how it may make others feel. n During routines, the childminder and her assistant adapt their teaching to support children's individual skills. For example, at snack time, they give each child a banana, which they can peel and cut themselves. Children benefit from either hand-over-hand support, watching the childminder do it or by listening as the assistant explains what to do to. This helps children to develop their fine motor skills while building on their independence. n Children show what they have learned with the childminder. They engage in pretend play as they look after 'poorly dolls' and talk about how they are going to make them better. For example, children use a toy thermometer and express that the doll is 'hot' and then pretend to give them water to cool them down.

p.2

need to do better?

This shows that children are learning how to look after their bodies. n Children develop their mathematical understanding and language skills. Throughout the day, children correctly name colours and the size of objects. The childminder encourages children's learning through books. Children listen to the story of 'Goldilocks and the Three Bears'. The childminder supports them to use their fingers to count the three bears. Children continue to explore numbers independently following their interactions with childminder.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant are clear about what to do if they have a concern about a child. They are confident with what to look out for that will alert them to a child being at risk of harm. The childminder and her assistant know how to record and report these concerns. They are open and honest with each as they communicate any concerns they may have and how they move forward. The childminder and assistant undertake training to keep their knowledge of first aid up to date. The childminder supports the families she cares for with how to keep safe online. Children have access to a clean and safe environment.

p.3

should:

n develop practice to help children to understand how their behaviour affects others.

p.3

Setting details

Unique reference number 2626943 Local authority Barnet Inspection number 10288890 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 6 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021. She lives in Hendon in London. The childminder operates on Monday to Thursday, between 8am and 6pm, all year round, except for bank holidays and family holidays. 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 setting. n The inspector viewed the setting and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector during the inspection. n The inspector talked to the childminder and assistant 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 on children's learning.

p.5

Inspection activities

n The inspector observed the interactions between the childminder and her assistant and children. n The inspector spoke to parents during the inspection and took account of their views. 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

5 July 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6