Begum, Sadika

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

p.1

The provision is good

The childminder and her assistant create a welcoming home-from-home environment in which children settle quickly and demonstrate that they feel happy and secure. The childminder gathers a range of information about children when they first start to attend. This is used effectively to personalise each child's experience and care. The childminder and her assistant have clear intentions for what they want children to learn. They provide a wide range of activities and experiences based on children's current interests. For example, children's interest and curiosity in animals are further developed after a trip to London Zoo.

p.2

The provision is good

The childminder encourages older children to use their imaginations as they talk about small-world animals and describe the features of the animals they recognise, such as koalas, zebras and crocodiles. The childminder teaches young children the names of the farm animals and encourages them to make animal sounds.

p.2

The provision is good

The childminder helps children to know what to expect by having predictable routines and gaining self-help skills at a young age. For example, children help to tidy away toys and know to place their shoes in the basket after returning from the garden. With the support of her assistant, the childminder models good manners and speaks respectfully to children. This helps children to learn how to behave. All children demonstrate kindness and respect towards adults and their friends. This contributes greatly to the harmonious learning environment.

p.2

need to do better?

n The childminder and her assistants observe children as they engage in activities and monitor their progress. Overall, this information is used effectively to plan experiences that help to promote children's next steps in learning. She revisits learning frequently. However, she encourages children to tidy away activities before they are ready or complete tasks. This does not always ensure that children have secured prior skills and knowledge before moving on to further challenges. n Songs, rhymes and stories are at the heart of the curriculum. Children have a range of favourite stories that they enjoy. They snuggle in and share books with the childminder and her assistant. Children enjoy turning the pages and talking about the pictures in the book. Additionally, during role play, children talk about their favourite ice-cream flavours. They have fun as they explore pronouncing new and interesting words, such as 'pistachio'. This helps to develop children's

p.2

need to do better?

love of literacy and enhance their early language skills. n Opportunities to count, sort and recognise shapes are woven through the activities that children choose. For example, while role playing with small-world food, older children are encouraged to count the number of ice creams they

p.2

need to do better?

21 May 2024 have. Older children confidently count to five, while babies are introduced to words, such as 'more' and 'less'. Children are learning important mathematical skills and concepts. n The childminder and her assistant teach children the importance of leading a healthy lifestyle. Children enjoy daily opportunities for exercise and fresh air in the childminder's garden. Furthermore, they are provided with a nutritious array of home-cooked snacks and meals, carefully adapted to meet any individual requirements. This contributes towards children's overall good health. n The childminder promotes aspects of children's understanding of the world well. For example, children enjoy regular outings and visits to London Zoo, farms and local places of interest. This helps children to learn about the wider world and the community they live in. The childminder supports children's knowledge of other families' faiths, lifestyles and cultures that are outside of their own

p.2

need to do better?

experiences. This helps to prepare children well for life in modern Britain. n Partnerships with parents are good. Parents comment highly about the quality of care and education that their children receive and the positive impact that this has had on their learning. The childminder provides regular updates to parents about their child's progress and how they may support and extend this at home. This helps to promote a consistent approach to children's care and learning. n The childminder and her assistants work in close partnership. The childminder provides a range of supervision opportunities to support her assistants. The childminder ensures that her assistants undertake all mandatory training to help them to fulfil their roles effectively. However, further professional development is not precisely targeted for each assistant to help raise their knowledge and skills even further.

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 allow children plenty of time to practise, remember and understand new skills and knowledge before moving them on to new learning n target the professional development of assistants to support them in developing their knowledge and skills to the highest level.

p.3

Setting details

Unique reference number EY546321 Local authority Barnet Inspection number 10260113 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 6 Date of previous inspection 27 June 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in East Finchley in the London Borough of Barnet. The childminder works Monday to Friday from 8.30am to 5.30pm, all year round apart from bank and family holidays. The childminder works with two 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 the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector spoke with the childminder and her assistants at appropriate times during the inspection. n Children communicated with the inspector during the inspection. n The inspector carried out a joint observation of an activity with the childminder. n The written evaluations of parents were considered by the inspector during the inspection. n The inspector looked at a sample of relevant documentation on request.

p.4

Inspection activities

21 May 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

21 May 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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