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 are happy and confident in this inclusive, home-from-home setting. They benefit from the childminder's kind and caring approach. The childminder carefully considers how to support children to develop their self-esteem and confidence. She is respectful of them, asking, 'Is it ok if I move you so you are sitting on the seat?' This is reflected by the children, who regularly say 'please' and 'thank you' to each other.

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The provision is good

The childminder has planned a well-sequenced programme of learning. She has high expectations of what the children can achieve. She carefully plans learning opportunities to help children make good progress in all areas. For example, children develop their strength and hand-eye coordination, creating cocoons for caterpillars out of play dough. They explore and discuss the characteristics of different bugs as they search for them in the garden.

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The provision is good

Children respond well to the calm, engaging tones the childminder uses to communicate with them. She clearly explains behaviour expectations and supports children well to understand these by getting down to their level. She talks to them about the impact their actions have on others. This helps the children build positive relationships with their peers. They are kind and supportive to their friends. For example, when someone drops something, a child responds with, 'Don't worry, I'll get that for you.'

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need to do better?

n Children are at the centre of the curriculum. Activities are planned around the children's interests, and the learning is often furthered by the children, with them taking the lead. There are, however, occasions when the child-led approach means the activity can lose focus. Too many choices can be given to the children, which means the learning intention can sometimes get lost. n The curriculum for communication and language supports all children to become confident speakers. The childminder responds well to what children are saying and leads high-quality two-way interactions. She uses interesting and varied vocabulary to support children to develop their range of language. When discussing the life cycle of a caterpillar, the childminder introduces the word 'chrysalis'. The children later use this word independently in their play. n There is a strong focus on 'keeping our bodies healthy', and as such, the

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need to do better?

children know which foods are good for them and which are a treat. They practise cleaning their teeth in the morning and talk about trips to the dentist. This means children leave this setting with a good understanding of how to make the right choices to keep themselves healthy. n The childminder takes the time to get to know each child she cares for, working

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need to do better?

18 April 2024 closely with parents. All children have clear next steps to support them in their development on their road to their next setting. n Opportunities are given throughout the day for the children to develop their self- care and independence skills. For example, children put on their coats and shoes independently before going outside and are encouraged to cut up their own fruit at snack time. However, sometimes, opportunities are missed to promote the children's self-care and independence, such as not encouraging them to wipe their own noses. n The childminder has a clear understanding of what children should learn in their personal, social and emotional development. She discusses children's emotions with them throughout the day and use songs and cuddly toys to help children name different feelings. This helps children to understand and communicate their emotions. n The children are supported to develop important social skills, such as sharing

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need to do better?

and taking turns. For example, the childminder explains clearly to children that it is their friend's turn first and then it will be their turn. Developing important social skills such as these helps children to form friendships. n Children with medical needs are provided with the same opportunities and are fully integrated into all learning and activities. The childminder is able to ensure this is the case due to close relationships with parents and professionals and by ensuring that strong risk assessments are in place. n The childminder is passionate about her professional development. She is consistently expanding her knowledge of child development and how children learn. This ensures that her practice gives the best support to children, preparing them fully for their onward journeys.

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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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should:

n consistently encourage children to attempt more tasks for themselves to further develop their independence and self-care skills n consider limiting the number of choices offered to children to avoid distracting them from the planned learning.

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Setting details

Unique reference number EY496929 Local authority Barnet Inspection number 10335659 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 4 Date of previous inspection 22 June 2018

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Information about this early years setting

The childminder registered in 2016. Her service is open from 8am to 6pm, for 46 weeks of the year.

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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 childminder. n The childminder showed the inspector the premises and discussed how they ensure 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 observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

18 April 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

18 April 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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