Jones, Deborah Ann Elizabeth

Jones, Deborah Ann Elizabeth

Unique reference number (URN): EY221187 Address: 56 Darlands Drive, Barnet, Hertfordshire, EN5 2DF Type: Childminder Registered with Ofsted: 09/09/2002 Registers: EYR, CCR, VCR Registered person: Jones, Deborah Ann Elizabeth

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children at the setting, including children with special educational needs and/or disabilities, thrive under the childminder's care. They are extremely well prepared for school when the time comes.

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Achievement Strong standard

Children develop balance and strength during music and movement sessions. They pay attention and respond well to instruction. For example, they stop moving when the song asks them to stop. Children enjoy tapping out rhythms using wooden sticks; they demonstrate good listening by joining in with one tap, two taps, three taps. Very young children are confident to ask for help. They request the hosepipe be turned on again while focused on washing ride-on cars in the garden. Children speak with growing confidence, using increasingly complex sentences and a wide range of words.

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Achievement Strong standard

Children enjoy being responsible for small tasks and take pride when praised. Older children know how to hold books and turn pages, showing great interest in the contents.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm haven for children, where they clearly feel comfortable and safe. Parents describe it as an 'emotionally safe and gentle environment'. Relationships are extremely warm and loving.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of the children and has some 'house rules', which are consistently respected by the children. For example, children know that they do not go upstairs. Children use good manners, such as saying please and thank you for their food at lunchtime. They demonstrate excellent attitudes to learning and are very keen to explore the resources the childminder has prepared. They enjoy sensory play, scooping rice and noodles and finding 'gold' coins while learning about Chinese New Year. They generally play very well alongside each other and are learning to share and take turns. The childminder provides calm explanations and guidance if needed. The children demonstrate patience. They sit happily looking at books while waiting for the childminder to serve their lunches.

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Behaviour, attitudes and establishing routines Strong standard

Children attend regularly. If for any reason children are absent without the childminder's prior knowledge, this would be followed up to ensure children are safe.

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Children's welfare and wellbeing Strong standard

The childminder has a well-established routine. Care practices are highly effective and meet the needs of individual children very well. Parents are given advice and support when their children are toilet training. Older children take themselves to the toilet, demonstrating the independence needed for when they move on to school. Care practices are adapted to consider any additional needs, such as allergies. The childminder ensures there are plenty of opportunities for children to learn outside, whether in the garden or on outings. Children learn about their physical health and safety. They practise cutting using special safety knives designed for children. Children enjoy their food, which is homemade and freshly prepared by the childminder. They benefit from well- planned menus that are designed using the 'Early Years Foundation Stage nutrition guidance'. On the day of the inspection, the children enjoyed chicken and vegetables with

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Children's welfare and wellbeing Strong standard

noodles as part of the celebration of Chinese New Year.

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Children's welfare and wellbeing Strong standard

Relationships are extremely secure. The children demonstrate a strong attachment to the childminder, and she is consistently loving and caring towards them. Her passion for children's welfare is highly evident. The childminder offers strong support for children's emotional wellbeing. She has recently been reading 'The Colour Monster' with the children. This has helped them to recognise their feelings and relate emotions to different colours. Children told the childminder they were feeling 'yellow' today, which represents happiness. The childminder has shared this book with parents, so that they understand when children are expressing their emotions through the colours.

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Curriculum and teaching Strong standard

The childminder's clear aim is to provide children with the essential skills and knowledge they need to move on to school and beyond. The childminder understands the importance of building children's abilities in communication and language, physical development and emotional literacy, and does this with great success. She plans carefully, making sure that each week's learning builds on the last, so that she can be confident that her teaching has the intended impact. The childminder weaves opportunities for the children to learn about other people and places throughout the inclusive and ambitious curriculum.

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Curriculum and teaching Strong standard

The childminder has high expectations of herself and the children. She is dedicated to making sure children leave the setting confident, independent and emotionally secure. The childminder assesses children's progress frequently and identifies termly next steps in learning for each child. She has clear learning intentions linked to the activities she plans.

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Curriculum and teaching Strong standard

The quality of teaching is consistently high. The childminder talks to the children clearly, using age-appropriate language. She is always encouraging the children to speak and express their thoughts, allowing them the time they need to process what is being asked of them. The childminder introduces the children to new words to extend their vocabulary, such as 'envelope', which they then practise, developing excellent communication skills. Children's mathematical development is fully embedded, for example they are encouraged to identify shapes, size and numerals in all of their play.

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Inclusion Strong standard

The childminder's setting is highly inclusive. She makes a significant contribution to the learning and development of all children, including children with special educational needs and/or disabilities. She has an in-depth knowledge of child development and routinely and frequently monitors children's progress. She is very experienced but continues to undertake training and development opportunities to ensure she can meet the individual needs of the children she cares for. For example, she has previously undertaken training in using a nasogastric feeding tube. The childminder is attentive and vigilant. She identifies any concerns swiftly and discusses these with parents to ensure children get the right help at the right time.

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Inclusion Strong standard

Parents have written glowing testimonials about the childminder. For example, one parent wrote 'It is impossible to state the level of gratitude we have for her and what she has done.' The childminder works very closely with parents and provides wonderful support during times of change or difficulty.

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Inclusion Strong standard

The childminder understands how to support children with different needs and seeks support and advice from other agencies when needed. She adapts her provision skilfully to meet children's needs so that children of all ages and stages can join in and benefit from her teaching. For example, children that are working hard to develop their fine motor skills are offered larger tools to use.

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Leadership and governance Strong standard

The highly valued childminder has received great praise from the parents of the children that attend the setting. The childminder communicates with them well, which helps her ensure she is doing the best for their children. Parents write that they appreciate her 'knowledge, understanding and dedication' and that they would be 'absolutely lost without her'. The childminder shares information about what the children are learning at the setting, so that this can be continued at home.

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Leadership and governance Strong standard

The experienced childminder continues to attend training regularly to ensure her knowledge is completely up to date. This goes beyond statutory training in first aid and safeguarding. Recent courses include training on inclusion within the early years foundation stage and children's dental health, which is a priority for the childminder's local area. The childminder regularly reviews policies and procedures and makes amendments when national requirements change.

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Leadership and governance Strong standard

The childminder completes concise and accurate self-evaluations of her provision. She is ambitious to refresh her knowledge of Makaton to further support all the children in her setting. She continues to develop her provision over time. For example, since the last inspection she has introduced effective emotional literacy teaching. She requests feedback from parents on her work, and acts on this. For example, she now ensures parents are aware of what the children are having for lunch so that meals are not duplicated at home.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder's setting is safe and secure. Children are very relaxed in the childminder's care. They benefit from a very well-resourced play space, which they explore happily. Children are confident to express their needs and wants, demonstrating that they feel comfortable with the caring and dedicated childminder. The childminder is highly responsive to the children, allowing them to take the lead while ensuring they are involved in meaningful play and learning. Children focus well on the wide range of interesting activities, such as scooping and pouring rice and noodles, while learning about Chinese New Year.

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About this setting

Unique reference number (URN): EY221187 The childminder demonstrates a high level of commitment to children's emotional wellbeing. For example, the childminder has travelled with families to provide continuity of care for children. Relationships between the childminder and children are highly positive and loving. The childminder knows the children and their families extremely well and will always 'go the extra mile' to support them.

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About this setting

Children, including those with special educational needs and/or disabilities, flourish at the childminder's setting. They thoroughly enjoy their play, and every effort is made to remove any barriers to children's learning. The childminder understands their interests and knows what she wants each individual child to learn next. She has precise knowledge of what the children know and can do, and builds on this week by week, skilfully planning activities based on what she knows captures the imagination of the children. For example, she covers many different areas of learning through activities based on a child's fascination with trains.

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About this setting

Families' views on the childminder's work are welcomed and highly valued. For example, parents have completed questionnaires. These have provided highly positive feedback on the provision and parents' ideas are incorporated into the childminder's practice.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those children who face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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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Address:

56 Darlands Drive Barnet Hertfordshire EN5 2DF

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Address:

Registered person: Jones, Deborah Ann Elizabeth

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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