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 Requires improvement

p.1

The provision is good

The childminder helps children to settle well in this warm and welcoming environment. Children show they are happy in the childminder's care as they eagerly explore the resources set up for them. Children feel safe and secure in the care of the childminder, who knows them well. The childminder supports children to form strong and positive relationships, including with their peers.

p.2

The provision is good

Children make progress through a clear and well-planned curriculum. The childminder values the contribution that parents and carers make to enable her to understand and meet children's learning and developmental needs. The childminder identifies what children's next steps in learning are through understanding what they already know and what needs to happen next. She has high expectations for children's learning and can see when children need additional support or when to extend their learning.

p.2

The provision is good

Children play cooperatively together. The childminder is a positive role model for children, helping them to understand how to talk to their friends to ask for resources. When children, at times, struggle to manage their feelings, the childminder calmly supports them to regulate their emotions. Children develop positive behaviour and attitudes to each other and their learning. The childminder supports children's personal, social and emotional development well.

p.2

need to do better?

n The childminder has striven to make significant improvements since her last inspection. For example, she has explored relevant guidance to assess children's learning accurately and plan and provide an improved curriculum to support children's progress. The childminder has designed new induction processes for when she works with any assistants. n The childminder generally supports children's communication well. She supports their developing speech, for example, by repeating back their attempts correctly. Occasionally, however, the childminder does not fully consider how to develop children's vocabulary further. For example, she uses general praise. This does not offer children the opportunity to hear new words or what they do well when she praises them. n The vast range and variety of books the childminder provides are enjoyed by all ages of children. Children access books linked to their current interests and

p.2

need to do better?

needs. For example, they enjoy books about feelings. Children re-enact stories and link the character's experiences with their own feelings and emotions in different situations. They select books independently and look at them for long periods on their own or with the childminder. n The childminder creates a stimulating environment that supports children's

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need to do better?

18 March 2025 learning goals. For example, she supports older children to learn about mark making and shape recognition as they play on the doodle board. Children learn to contribute and achieve and, as a result, they grow in confidence. n Children learn about some healthcare routines. The childminder ensures that children wash their hands before and after meals and after messy play. Children take their shoes off independently and receive gentle reminders to wipe their noses, when needed. However, on occasions, children walk around while eating healthy snacks. This does not strengthen their understanding of how to support their own health, such as safe digestion and reducing the spread of germs, and help to prepare them for their next stage of learning at school. n Children enjoy being physically active. In the garden, they use ride-on toys and the slide and jump happily. Children play ball games as they practise their

p.2

need to do better?

kicking, throwing and catching skills. The childminder helps children to share space and equipment and ensures their safety. n The childminder weaves mathematics into everyday activities. Children learn to count in sequence as they explore a range of items in their individually prepared jars. They use mathematical language as they recognise things that are 'small', 'smaller' and 'smallest'. n Children behave well and are keen and enthusiastic learners. The childminder supports them to develop their social skills well. She role models good manners, shows children respect and provides privacy, when appropriate, such as during toilet-training routines. n The childminder works closely with parents to build effective partnerships. Parents receive regular updates about their child's learning through verbal feedback. This supports a consistent approach for children.

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 enhance opportunities to build on children's vocabulary, including when giving children praise n improve snack-time arrangements further to help children to gain a deeper understanding of practices that promote their good health.

p.3

Setting details

Unique reference number EY465486 Local authority Barnet Inspection number 10352310 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 3 Date of previous inspection 16 April 2024

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Information about this early years setting

The childminder registered in 2013. She lives in Kingsbury, in the London Borough of Barnet. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She has a childcare qualification at level 3. The childminder provides government funded childcare for eligible children.

p.4

Inspection activities

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 provision, including the aims and rationale for her curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

18 March 2025 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 March 2025 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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