Childminder, Out-of school day care in Buckinghamshire

Inspection date 4 June 2019 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Not Applicable

p.1

This provision is good

n The childminder uses guidance from her professional network to help her improve her service further. She recognises the value of continued self-evaluation and professional development to raise the quality of her practice even higher. n The childminder has a good understanding of how children learn and develop. She constantly extends children's language, social and physical skills as they play. Children enjoy playing and learning together. n Children eagerly participate in a wide mix of activities in and out of the home, especially during the school holidays. For example, they go for walks, make dens and feed horses. Children play imaginatively with props, such as toy medical kits, and they construct spaceships and enjoy making dough. n When children are learning to speak more than one language, the childminder tries to learn to count and say some key phrases in their other language. However, she does

p.1

This provision is good

not make the most of opportunities for children to learn more about the people, communities and cultures linked with these other languages. n Overall, the childminder is swift to use a good range of strategies to manage children's behaviour positively. However, sometimes this results in the childminder giving more of her time and attention to one child than to another.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n build on the opportunities available to enhance children's understanding of different places, communities and cultures in the wider world n be sure to follow and develop every child's interests in equal measure.

p.2

What the setting needs to do to improve further

n The inspector observed, listened to and talked with children as they played indoors and during outdoor play. n The inspector reviewed policies and discussed the procedures relating to children's safety and welfare with the childminder. n The inspector looked at children's records, the childminder's planning and evaluation of activities, and information exchanged with parents. n The inspector took account of the views of parents spoken to on the day. n The inspector spoke with the childminder about the impact of her training, experience and practice on children's well-being, learning and development.

p.2

Effectiveness of leadership and management is good

The childminder has made a good start to her childminding business. She keeps the guidance that underpins her policies and procedures well organised. This helps her to know where to go and who to turn to for further help or information if she needs it. Safeguarding is effective. The childminder has a good understanding of child protection and knows the procedures to follow if she is concerned about a child's welfare. She makes thorough risk assessments and puts additional measures in place to help keep children safe at her home and on outings. Children also learn ways to help keep themselves safe from harm, such as practising cartwheels outside in an open space. The childminder develops good partnerships with parents, who say she provides the 'perfect' service for their family needs.

p.3

Quality of teaching, learning and assessment is good

The childminder draws on her years of experience as a nursery practitioner to make accurate observations about children's achievements and how to encourage them further. For instance, she sees how children exercise and helps them to count star jumps and try new ways of stretching their bodies. The childminder works in close consultation with parents and school teachers. She plans and provides activities that enable children to develop their school learning further. For example, when children learn traditional tales at school, the childminder offers to re-tell favourite stories and provides art materials for them to express their own ideas about the tales. Children happily share information about their day with the childminder and with each other.

p.3

Personal development, behaviour and welfare are good

The childminder knows the children in her care well and has built strong relationships with them. They are happy and content in the childminder's welcoming and friendly home. The childminder puts experiences in place which develop children independence and responsibility. For example, children help to sweep up soil dropped from outdoor experiments. They count out the number of new potatoes and fish fingers they can eat for tea. The childminder provides a range of well-balanced and nutritious meals, which is evident in children's positive attitude to food. Young children choose to cook and eat a wide range of different coloured vegetables. They thoroughly enjoy eating a beautiful array of fresh fruit before any other sweet treat. The childminder follows clear procedures when parents ask her to administer prescribed medicines, such as eye ointment. Everyone involved with a child knows precisely how each person is caring for

p.3

Setting details

Unique reference number EY500563 Local authority Buckinghamshire Inspection number 10080053 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 4 - 4 Total number of places 4 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016. She lives in Slough, Berkshire. The childminder offers before- and after-school care and holiday care. She holds a recognised childcare qualification at level 3.

p.4

Registers

This inspection was carried out by Ofsted 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

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . 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.4

Registers

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.5

Registers

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.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5