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

p.1

The provision is good

Children settle well in the kind and homely environment provided by the childminder. They form strong relationships with the childminder and demonstrate that they are emotionally secure. Children know what the childminder expects of them throughout the day. The childminder praises children for taking turns and is a good role model.

p.2

The provision is good

The childminder works to understand children's behaviour and offers positive solutions. She is calm and consistent in her approach, and this helps children to behave well. Children have healthy routines, such as regular nutritious meals and snacks and fresh drinking water.

p.2

The provision is good

Children confidently access a range of different resources as they explore their environment. They enjoy small-world play and sharing stories together. For example, when looking at a book about animals, children talk about the bees flying and the noise they make. Children listen intently to new information the childminder shares about bees making honey. This helps to develop their knowledge and listening and attention skills.

p.2

The provision is good

Children are motivated and eager to learn. The childminder captures children's imagination and curiosity. For example, children notice a missing fish in the tank. The childminder shares a video she made to show her returning the goldfish back to a local lake as she explains the fish was lonely and needed friends.

p.2

The provision is good

The childminder has strong partnerships with parents and involves them in children's learning. She talks to parents daily and they share information about their children's development. Parents feel well supported and appreciate the advice the childminder offers to help children meet their next steps.

p.2

need to do better?

n The childminder has formed strong bonds with children. They come for reassuring cuddles and enjoy story time sitting close by. Children have fun and enjoy the time they spend at the childminder's home. n The childminder has high expectations for all children in her care. Children behave well and play nicely together. For example, they work as a team to complete a puzzle. Children have formed good working relationships with each other. n Overall, the childminder and assistants support children's language and communication skills well. They share stories, sing songs and talk together as they play. However, at times, the childminder does not ensure that all children are able to join in with discussions and share their thoughts. This does not

p.2

need to do better?

28 March 2024 support some children to fully develop their early communication skills. n The childminder provides opportunities for children to develop their physical skills. For example, children use brushes of various size to paint with. This allows children to strengthen the muscles in their hands. The childminder takes children to the park and provides activities to support their gross motor skills, such as playing with balls and running around. However, sometimes, the childminder and assistants do things for children that they could try to do for themselves, such as putting on and taking off their own coats. This does not allow children to practise the physical skills to support them to fully develop their independence. n Provision for children with special educational needs and/or disabilities is good. The childminder works with the local authority, advisory teachers and parents to implement strategies to support children's needs. However, the childminder and

p.2

need to do better?

assistants do not always ensure that focused activities are appropriate for the stages of learning of some children who are present. This impacts on engagement and enjoyment for these children. n The childminder supports children to develop knowledge of the world around them. She takes children to visit places, like the zoo, or invites local services such as the fire brigade or police to visit with their emergency vehicles. n The childminder works hard to maintain quality and develop her own practice. She takes time to seek out new training. For example, she recently attended a course to further her knowledge about child development. The childminder is motivated to improve the service she provides.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n develop strategies to further support and extend all children's early communication skills n plan more effectively for children to develop their independence and self-help skills n ensure that focus activities are appropriate and adaptations are made to enable all children to remain fully engaged with what they are learning.

p.3

Setting details

Unique reference number EY498493 Local authority Barnet Inspection number 10311951 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 18 Number of children on roll 15 Date of previous inspection 16 April 2018

p.4

Information about this early years setting

The childminder registered in 2016. She lives in the London Borough of Barnet. Her service is open Monday to Friday between 8am and 6.30pm, all year round. The childminder holds a relevant early years qualification at level 3. She works with assistants.

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 her provision. n The childminder and the inspector discussed the curriculum together. n The childminder and the inspector observed and evaluated an activity. n Children spoke to the inspector about what they enjoy doing in the childminder's setting. n The inspector observed the interactions between the childminder and children. n The inspector had discussions with parents and took their views into account. n The inspector held discussions with the childminder about practices and procedures.

p.4

Inspection activities

28 March 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.

p.4

Inspection activities

28 March 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

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

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