Childminder 146948

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

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The provision is good

The childminder provides a nurturing environment. She forms strong bonds with the children and warmly welcomes them into her setting. Children are happy and show that they feel safe and secure in her care. They confidently interact with the childminder and seek cuddles and reassurance from her when they need to. The childminder's curriculum places a strong emphasis on supporting children's developing speech and language. She consistently engages them in meaningful interactions to extend their communication skills. For example, when children explore sensory lights on a turtle, she prompts discussion by describing the changing colours.

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The provision is good

Children enjoy frequent outings and new experiences that promote their understanding of the world. For example, they attend playgroups and enjoy outings to explore nature trails. The childminder meets up regularly with other childminders. This provides children with opportunities to develop social skills as they play in a larger group and form new friendships. The childminder is a good role model. She is kind and patient and talks to children at a level of their understanding. She demonstrates this as she gives them gentle reminders to share and take turns and explains that it is important to be kind to their friends. The childminder praises children for their achievements, which boosts their confidence and self-esteem.

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need to do better?

n The childminder promotes children's early mathematical development through practical, engaging activities. She models accurate counting by lining up rubber ducks and supporting children to count slowly and carefully while singing number rhymes. She extends their understanding of number by adding one more and encouraging them to compare quantities. n The childminder broadens children's knowledge of the world by celebrating a range of festivals and exploring foods from different cultures. For instance, during Chinese New Year, the children created cards and artwork, which enriched their understanding of diverse traditions. n Children behave well and learn to do things independently. They stand on a stool to reach the taps and wash their hands. They help tidy away toys and resources when they have finished. The childminder shows children how to put on their coats and shoes and supports them to take turns through simple games.

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need to do better?

n The childminder teaches children good communication, language and literacy skills. She supports children who speak English as an additional language by looking at picture books and naming objects in English. The childminder ensures that a wide range of books are accessible to children, indoors and outdoors. She reads stories to children in an engaging way, and children develop a love of

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need to do better?

24 September 2025 books. The childminder sings songs and rhymes with children and children develop good language and literacy skills. n Strong partnerships with parents characterise the setting, with ongoing, open communication keeping families informed about their children's progress and daily experiences. Regular updates and shared observations help parents stay connected to each stage of development. Practical ideas and tailored resources flow between setting and home, supporting learning in both environments. This collaborative dynamic gives families the confidence and information they need to build on their child's achievements beyond the setting, promoting consistency and positive outcomes. n Children are supported in developing their curiosity skills. For example, they bang, shake and explore a variety of musical instruments. The childminder talks to the children about the sounds they are making. She introduces words, such

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need to do better?

as 'louder' and 'softer'. This helps to build on children's inquisitive thinking and to develop an understanding of cause and effect. n The childminder is committed to maintaining strong skills and knowledge to support positive outcomes for children. She has attended a range of courses, including training on supporting picky eaters, which has strengthened her understanding in this area. She regularly reviews her practice and sets clear goals for improvement. n The childminder ensures children's physical well-being is closely supported. She provides healthy snacks and reminds children to drink their water regularly to keep hydrated. She takes children out to local parks and has activities and resources in her garden, to encourage children to be active in the fresh air. However, the childminder misses opportunities to provide a suitable range of challenging opportunities to consistently strengthen younger children's physical

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need to do better?

development through activities and simple daily routines.

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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 expand opportunities for children to experience a range of challenging physical activities to further develop their skills.

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Setting details

Unique reference number 146948 Local authority Barnet Inspection number 10381654 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 12 December 2024

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Information about this early years setting

The childminder registered in 2008. She lives in Hendon, in the London Borough of Barnet. The childminder works Monday to Friday, from 8am to 5pm. She operates all year round, apart from bank holidays and family holidays. The childminder offers government funded childcare.

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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 spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 September 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

24 September 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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