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 benefit from the childminder's kind and caring approach in this inclusive and home-from-home setting. The childminder carefully considers how to support children to develop their self-esteem and confidence. She challenges them to complete tasks independently, instilling a 'can-do' attitude.

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The provision is good

The childminder's curriculum is planned around her observations of children and what they need to learn next. This supports children to consolidate their previous learning and ensures that they continue to make progress. Children are at the centre of the curriculum. The childminder plans activities around their interests, and children often further their learning, with them taking the lead. For example, when children see a bug in the garden, they follow their discovery with a bug hunt with magnifying glasses. This helps children to develop a positive attitude to their learning. The childminder encourages children to develop good attention skills that will support their future learning.

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The provision is good

Children respond well to the calm and engaging tones that the childminder uses to communicate with them. She clearly explains her expectations for children's behaviour and supports them well to understand these by getting down to their level. The childminder talks to children about the impact their actions have on others. This helps children to build positive relationships with their peers.

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need to do better?

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. For example, when discussing why younger children try to chew a book, the childminder and the children discuss teething, and she introduces new words such as 'soothe'. n The childminder carefully considers how to support children to develop their self- esteem and confidence. She promotes their self-confidence by encouraging children to make simple choices. As such, children are confident to express their thoughts to the childminder, and she values their different ideas and choices. n However, when the childminder plans learning activities, there are occasions when she precedes these with too many choices for children. This means that

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need to do better?

children lose focus and that the planned learning can become lost or be delayed. n Children benefit from good hygiene routines that help them to build their personal independence, such as washing their hands before and after meals. Children put on their own coats and shoes and help to clean the table after eating or crafts. n The childminder has a clear understanding of what children should learn in their

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need to do better?

19 June 2024 personal, social and emotional development. She discusses children's emotions with them and how certain actions may make someone feel. This helps children to understand and communicate their emotions. n The childminder is a good role model for the children in her care. She is warm and caring. Children are secure in their relationships with her and turn to her for help and support, if needed. They are polite, and they behave well. n Children are keen to join activities that the childminder plans for them. For example, the childminder provides them with planned activities to enable them to follow their interests in washing babies. However, the organisation of some activities means that children wait too long for these to begin and that they are not fully engaged. n Children are fully prepared for the next steps in their learning journey, including being supported emotionally for their transition on to school. The childminder

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need to do better?

develops role-play scenarios with children to support their confidence in new situations and to ensure that they feel prepared for these. For example, when children pretend to get lunch at school, children and the childminder play out what could happen if they did not like the food. n Children regularly visit the local area and have opportunities to develop their social skills in larger groups of children. For example, they play with children of different ages at soft-play centres. They have interesting opportunities to learn about the local area and other people whose experiences may be different to their own. n The childminder has a clear understanding of the areas she does well in. She is reflective and has plans to make further improvements. The childminder keeps all her mandatory training current. She is committed to improving her knowledge through actively engaging with updates, workshops and training opportunities.

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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 consider how to engage children in the planned learning further, such as by limiting the number of choices on offer n ensure that all children are able to engage with the activities that are available in a timely manner, such as by regularly reflecting on the routine and set up of planned activities.

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Setting details

Unique reference number EY497813 Local authority Barnet Inspection number 10335878 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 1 Date of previous inspection 29 June 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Barnet, London. The childminder operates all year round, from 10am to 7pm, Wednesday to Thursday. She provides funded early education for two-, three- and four-year-old children.

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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 around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years setting, including the aims and rationale for the curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and the inspector discussed how the curriculum is implemented. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

19 June 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

19 June 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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