Childminder 146948

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 Good

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The provision requires improvement

The childminder has developed close and affectionate relationships with the children under her care. Children display they are happy, secure, and settled around her. They enjoy participating in daily routines that provide opportunities for small group activities, such as listening to stories and singing. The childminder plans some experiences for the children to develop some specific skills. For example, children are offered magnetic writing boards to encourage early literacy skills. However, the childminder does not plan activities or a curriculum that meets the individual needs and learning styles of each child. This results in children becoming easily distracted and unmotivated to learn.

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The provision requires improvement

At times, children's behaviour is less than good. This is because the childminder fails to address unwanted behaviour promptly or provide enough support to help some children express their feelings in the right way. Children learn some independence skills, such as choosing the toys they wish to play with. However, children do not routinely have every opportunity to develop their self-care skills. Despite these weaknesses, the childminder does well to support children's language and communication needs. For instance, she repeats words and phrases and encourages young children to do the same. The childminder plans outings in the local community to develop children's awareness of the world in which they live. Children visit the local park, playgroups and the the library, where they have opportunities to improve their physical and social skills.

p.2

need to do better?

n The childminder occasionally observes children's play to track their learning and to identify what they need to learn next. However, she does not use this information to plan activities that meet the individual learning needs of all the children. For example, some children are offered simple puzzles that they know how to complete while others lack the necessary physical and communication skills to participate. This results in the children not making the progress they are capable of achieving. n Children's communication skills are developed effectively through various activities. For instance, the childminder engages children in discussions about baby and mother animals. Younger children hear the childminder use new words, name toys and colours during their play. Children enjoy looking through books and listening to stories. They learn to name numbers and develop counting skills as they sing songs and rhymes. This supports young children's

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need to do better?

emerging math and communication development well. Children develop some of the necessary skills in preparation for their move to school. n Children settle well due to the caring attention they receive from the childminder. The childminder is quick to praise children when they listen and take turns,

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need to do better?

23 February 2024 which helps to build aspects of their confidence. This said, children are not always clear about the childminder's expectations. For instance, some children throw their toys as they play, yet the childminder does not emphasis the importance of not throwing and the significance of good listening and behaviours. She does not assist children in expressing their emotions in a proper manner. n The childminder develops children's understanding of food that is healthy for them and encourages them to have regular drinks and fruit snacks. The childminder knows the children's routines well and recognises when they need their soother or sleep. Despite these strengths, the childminder does not encourage older children take responsibility of their own early care needs. For example, the childminder feeds children who are capable of eating independently, she cleans their noses, as tissues are out of their reach, and

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need to do better?

tidies up after their play. n The childminder is proactive and has a positive attitude towards improving her practice. For instance, she updates her skills and knowledge and attends a range of training. Recent courses included 'Marvellous Maths' and 'Physical Literacy' to improve the quality of learning for children. n The childminder has developed close and long-standing partnerships with parents. Parents praise the good communication between them about their children's daily routines and activities. Parents also note that the childminder's setting feels like a home away from home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

provide children with well planned, engaging and suitably challenging experiences that fully promote their learning and respond to their emerging interests and individual needs 22/03/2024

p.3

Due date

23 February 2024 improve how children's behaviour is managed to help them develop a deeper understanding of expectations and boundaries and how to manage their emotions appropriately. 22/03/2024

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should:

n encourage young children to learn to do simple task themselves, to help prepare them for the next stage in their development.

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Setting details

Unique reference number 146948 Local authority Barnet Inspection number 10311742 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 5 Number of children on roll 3 Date of previous inspection 9 April 2018

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Information about this early years setting

The childminder registered in 2008. She lives in Hendon, in the London Borough of Barnet. The childminder works Monday to Friday, from 8am to 5pm. She operates all year round, apart from bank holidays and family holidays. The childminder receives funding to provide free early education for children aged two and three years.

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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 childminder and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is 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 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. n The inspector observed the interactions between the childminder and children.

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Inspection activities

23 February 2024 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

23 February 2024 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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