Childminder EY384838

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 are happy, settled and secure in the childminder's care. Warm, nurturing relationships are evident, as children confidently seek comfort and support from the childminder during quieter moments. Independence is fostered, with children making choices about their play and selecting resources on their own. Acts of kindness are observed, such as sharing and helping younger peers with activities. The childminder supervises children vigilantly while enabling them to make their own decisions, supporting cooperative imaginative play, like tea parties. Children communicate their ideas clearly and possess vocabulary appropriate for, and often above, their age.

p.2

The provision is good

The childminder organises regular community outings, including visits to toddler groups, local parks and other childminder groups. These experiences help children develop social skills and build friendships. The childminder uses praise and encouragement consistently, which boosts children's confidence, resilience and a positive approach to challenges.

p.2

The provision is good

Children gain the skills and dispositions needed for the next stage of their education, preparing them for a smooth transition to school. Through consistent guidance, encouragement and varied learning experiences, children build a solid foundation for their future learning and personal growth.

p.2

need to do better?

n The childminder has knowledge of how children learn and has developed a broad, sequenced curriculum designed to allow children to build on their existing abilities. She observes and assesses children's learning regularly, using this information to plan activities with specific learning intentions. However, on occasion, the childminder's planning does not fully consider the range of children's ages and stages of development, which can reduce the effectiveness of support for their learning. n The childminder fosters a love of imaginative play and other creative activities with children. She supports them to extend their ideas and become immersed in their role play. Children delight in taking part in a variety of pretend play as they learn more about the world around them. For example, children independently initiate a tea party. Children aged between one and three years actively participate, sitting together, engaging in conversation and sharing toy food and

p.2

need to do better?

drinks in a cooperative manner. The childminder encourages social interaction and turn-taking, further promoting children's personal, social and emotional development. n Children build strong physical abilities through various activities that support both fine and gross motor development. They show dexterity by holding a pen

p.2

need to do better?

3 July 2025 and toothbrush to colour and brush germs on a mouth template, which helps develop finger control, prepares them for writing and reinforces dental hygiene. n The childminder places a high priority on children's language development. She speaks clearly and slowly and exposes children to lots of rich language. The childminder reads stories with enthusiasm and good intonation. She encourages children to copy different sounds. The childminder sings songs and rhymes with the children. She asks questions that promote children's thinking skills. Children learn to become good communicators. n The childminder helps children to learn about healthy lifestyles. She provides plenty of opportunities for children to be outdoors in the fresh air and to be physically active. She encourages children to drink water regularly throughout the day. Children learn good hygiene routines, such as washing their hands

p.2

need to do better?

before eating. Children are supported in developing independence with dressing themselves and managing personal care. n Expectations for behaviour are communicated, and manners are modelled with reminders as needed. The childminder explains sharing and other social skills using language appropriate for the age group. n The childminder undertakes training and welcomes advice and support from outside professionals, which she uses to improve her practice. She has good knowledge and understanding of how to seek advice to ensure all children, including those with special educational needs and/or disabilities, achieve their best outcomes. n Partnerships with parents are good. The childminder ensures she works closely with parents from the start, including by providing a settling-in process tailored to the needs of individual children. This helps to promote children's and parents' confidence at a time of change. Parents note that the childminder communicates

p.3

need to do better?

effectively and teaches children skills, including hygiene practices and eating independently.

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 plan more effectively to meet the differing ages and stages of development of children, to ensure they receive the support they need to make good progress in their learning.

p.3

Setting details

Unique reference number EY384838 Local authority Barnet Inspection number 10388590 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 18 July 2019

p.4

Information about this early years setting

The childminder registered in 2009. She lives in Mill Hill, in the London Borough of Barnet. The childminder operates her service Monday to Thursday, from 8am to 6pm for 48 weeks a year. The childminder holds a relevant early years qualification at level 3. The childminder offers government funded places.

p.4

Inspection activities

n The childminder and the inspector completed a learning walk together of all areas of the setting and discussed the early years provision. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector observed and evaluated an activity together and how the delivery of the curriculum is planned n Parents shared their views of the setting with the inspector in writing. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

3 July 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.

p.4

Inspection activities

3 July 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6