Patel, Binta

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 build strong attachments with the childminder and show they are happy and confident in her care. They involve the childminder in their play and go to her for cuddles and affection. These strong relationships help to build children's confidence and encourages them to try new experiences.

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The provision is good

The childminder has a clear curriculum for children that focuses on promoting confidence, independence and social skills. She uses regular observations of children and provides relevant learning experiences based around their interests to support them to progress towards their next steps. Children learn how to interact positively with others. The childminder models and teaches children to share and consider the feelings of other children. Children are caring, thoughtful and display kindness. For instance, they know to take turns in activities and share toys without being asked. Older children are supportive of the younger ones, for example, telling the childminder, 'I'll help them learn.'

p.2

The provision is good

Children's behaviour is good. Children naturally say 'please' and 'thank you' when they ask for more paint or when the childminder gives them their fruit for snack. The childminder uses positive language to remind children of the routines and boundaries and consistently praises them when they share and take turns with each other. This supports children's understanding of expected behaviours and promotes their personal, social and emotional development.

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need to do better?

n The childminder delivers a broad and varied curriculum. She has a good knowledge of each child and uses their interests to plan activities that stimulate and engage them in motivating learning experiences. This ensures that children experience success and enjoyment in their learning, supporting them to develop a positive attitude towards learning. For example, children concentrate for a lengthy period of time when doing a painting activity in the garden. However, some activities do not fully challenge and extend older children's learning. For example, the childminder does not extend the older children's learning when they find a spider in the garden and want to continue bug hunting. n Children develop a love of counting and finding numbers around them. They enjoy counting as they play. For example, children take it in turns to jump on a small trampoline in the garden. While one child jumps, the others wait patiently,

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need to do better?

counting the jumps up to 20 when they then swap. The childminder supports children by modelling counting when children miscount. Children then copy and count accurately, showing progress. Older children enjoy copying numbers in chalk on the garden fence, clapping themselves as they copy each one. n The childminder regularly encourages children to look at books with her. Children

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need to do better?

8 April 2025 show these routines are well embedded. They eagerly climb onto the childminder's lap and bring her books to read. The childminder makes sure these times are enjoyable for children, which helps them develop a love of books. This, in turn, supports their early literacy development. n Overall, the childminder promotes good hygiene and a healthy lifestyle. She discusses with children why they need to wash their hands, and children generally manage their own hygiene routines. Children have daily time outside in the fresh air, developing their physical skills and fitness. However, the childminder does not develop children's understanding of healthy eating effectively. For example, although children are provided with healthy foods and they talk about foods, there is no discussion of which foods are good for you and why. n Parents speak warmly of the childminder. They recognise the progress their

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need to do better?

children make in her care. The childminder offers parents welcome support as they navigate children's developmental milestones. For example, she helps parents as they start potty training with their children, supporting them to have the independence required for when starting school. n The childminder ensures that her and her staff's practice is consistently improving. They take part in regular and effective training. For example, she updates her knowledge of changes within the early years and safeguarding through online training courses and webinars. She ensures that she has a secure understanding of how best to meet children's learning and development needs and how to be vigilant to potential safeguarding concerns.

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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 challenge consistently and fully extend older children's learning n promote children's understanding of healthy foods when teaching them about healthy lifestyles.

p.3

Setting details

Unique reference number EY458276 Local authority Barnet Inspection number 10372324 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 12 Date of previous inspection 11 April 2019

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Information about this early years setting

The childminder registered in 2013. She lives in Southgate, in the London Borough of Barnet. The childminder operates her service Monday to Friday, from 7.30am to 6pm, for 50 weeks of the year. She is in receipt of funding to provide free early education for children aged three and four years. The childminder employs two assistants, who work on different days. The childminder holds a relevant early years qualification at level 3.

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Information about this inspection

Inspectors Michaela Hipwell Michaela Hipwell

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Inspection activities

n The childminder showed the inspector 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 the early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder spoke to the inspector about how they would support children with SEND. n The inspector looked at written views that the childminder had gathered from parents. n The childminder provided the inspector with a sample of key documentation.

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Inspection activities

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

8 April 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

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