Yeboah, Shekel Princess

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides an inviting homely environment, where children develop a real sense of belonging. She is highly supportive of children's independence. For example, children make choices about their play from a wide range of activities that reflect their interests. This supports them to lead their own learning. Children show that they are happy, safe and content in the childminder's care. Younger children form strong emotional attachments with the childminder and any assistants she works with. This is evident when they sit comfortably on their laps and listen intently to their favourite stories being read to them.

p.2

The provision is good

Children benefit from a well-planned curriculum that promotes all areas of learning. Outdoor learning is a strength of this setting. The childminder clearly understands children's preferences of being active in the fresh air. She provides a vibrant and appealing outdoor area for children to explore and play. While outside, children's social skills significantly improve, compared to when they are indoors. In the garden, they are more receptive to sharing their toys and waiting their turn. On the whole, children behave well.

p.2

The provision is good

Older children talk enthusiastically about their visits to the local area, as well as pre-planned family holidays. They engage in lively two-way discussions with the childminder, who skilfully encourages them to recall and reflect on their experiences. She builds on children's natural interests effectively to extend their knowledge and vocabulary around topics they show interest in.

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need to do better?

n The childminder provides valuable opportunities for children to learn about growth and living things. Children enjoy planting activities and are fascinated by observing the life cycle of live ladybirds. For example, older children confidently explain that the ladybirds are currently at the 'pupa stage' and express excitement about seeing the adult ladybirds soon. Younger children engage by closely observing the ladybirds, showing early curiosity. These experiences help children to develop a deeper understanding of the world around them. n Partnerships with parents and carers are positive and strong. Parents are happy with their children's progress, particularly in their speech. The childminder holds regular conversations with parents and shares observations on an online app. She offers advice and support on a variety of care routines, such as developing healthy eating habits and toilet training. n The childminder assesses children's progress from the start. She gathers

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need to do better?

information from parents about children's abilities and early experiences, which helps her plan suitable next steps. The childminder uses ongoing monitoring to identify gaps in children's learning. This helps her to provide targeted support,

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need to do better?

31 July 2025 especially for children with special educational needs and/or disabilities. The childminder shares her regular assessments with parents, ensuring early identification and swift action. As a result, all children make good progress. n Care practices are well established and effective. Children learn good hygiene routines, such as washing their hands before meals, and build independence with gentle support. They also take part in tidying up, which promotes responsibility and self-care. The childminder supports children's personal development consistently through these daily routines. n Children enjoy sharing books with the childminder. When they look at a book featuring a picnic, they find play food that matches the pictures. The childminder supports their communication, language and literacy skills. Children show that they learn to use books for education and enjoyment. n The childminder teaches children the importance of leading a healthy lifestyle.

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need to do better?

She plans activities that promote oral hygiene and supports families in understanding the value of a balanced diet. This gives children the knowledge they need to make healthy choices. n Children generally behave well and show enthusiasm during activities. However, during some group times, the childminder does not consistently manage their behaviour effectively. Older and more-confident children occasionally dominate, speaking loudly or over others. This can make it harder for quieter children to fully engage and reduces the overall impact of the activity. While the childminder responds to these situations, she does not consistently embed strategies to support children in regulating their emotions and behaviour. n The childminder and any assistants she works with attend mandatory training regularly, including safeguarding and paediatric first aid. This helps to ensure they know how to protect children's safety and welfare. However, the

p.3

need to do better?

childminder does not fully explore ways to expand the professional development programme to further enhance practice.

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 develop behaviour management strategies even further to consistently support all children in managing their emotions and behaviour, particularly during group activities n expand the professional development programme to help raise the quality of practice even further.

p.3

Setting details

Unique reference number 2724989 Local authority Barnet Inspection number 10398505 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 12 Number of children on roll 11 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in the London Borough of Barnet. She works flexibly with two assistants. The childminder operates all year round, from 8am to 6pm, Monday to Friday. She provides government-funded childcare. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector completed a learning walk with the childminder through all areas of the premises used by children. n The inspector talked to the childminder and her assistant at appropriate times during the inspection and took account of their views. n The childminder carried out a joint observation with the inspector. n The inspector looked at a sample of the documentation. This included evidence about suitability and qualification records. n Parents shared their views of the setting with the inspector.

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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

31 July 2025 31 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.

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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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