Childminder EY460887

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

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The provision is good

The childminder enhances the curriculum she provides with real-life experiences that follow children's interests. For instance, children enjoy going for walks in the fresh air. They are curious and explore items that they find in their natural environment, such as leaves and conkers. They then use the items to create wonderful autumn leaf mobiles. This helps them to develop an awareness of their wider world.

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The provision is good

Children thoroughly enjoy sharing stories with the childminder. They eagerly turn the pages and talk about what they see in the pictures. Children show a love of books as they bring their favourites to the childminder, climbing on her knee so they can snuggle and read together. The childminder is a good role model and has high expectations for all children. She talks to them about what they are doing and asks questions. However, she does not consistently allow quite enough time for them to think and respond.

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The provision is good

Children's behaviour is good. The childminder understands children's personalities and takes them into account when setting boundaries. She teaches children how to share and to be polite and kind to others.

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The provision is good

Children have great fun in the childminder's well-resourced garden. They respond well to challenges the childminder sets them. For example, they climb the steps to the slide confidently with her support. Children learn about 'full', 'empty' and 'half full', such as when they fill containers with sand.

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need to do better?

n Children demonstrate a strong sense of security with the childminder. Parents comment that they feel very well supported by the childminder. For instance, they and the children think of her as an extended family member. Children are confident within the childminder's home. They happily decide where they want to play and what they want to play with. n The childminder reflects on her practice and the service she provides. She undertakes regular and frequent training to enhance her skills further. The childminder provides parents with questionnaires to assess the quality of her provision and regularly asks them if they are satisfied with her service. She has forged strong links with other providers in her area who help to support her in her work. The childminder works in partnership with other settings that children attend to enhance children's experience and maintain continuity in their learning. n On the whole, the childminder promotes children's language and mathematical

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need to do better?

development well. She extends their vocabulary during play by introducing new words and enhancing their understanding. While completing an art activity, the

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need to do better?

22 October 2019 children mix paints of different colours and are challenged to mix colours together and predict what colour they might make. However, the childminder does not consistently give children the time they need to respond to questions and help them to extend their thinking skills even further. n The childminder successfully supports children's physical skills. Children play in the childminder's large garden or accompany her on visits to local parks to play on climbing equipment. The childminder helps children to lead healthy lifestyles. She offers them fresh fruit and vegetables and discusses healthy eating choices. n The childminder provides a good range of opportunities for children to learn about their local community and nature. For example, they visit local groups where they learn about different cultural practices and they collect leaves on forest walks. Children recall their walk when they stick leaves onto paper plates.

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need to do better?

The childminder extends the children's knowledge about nature as she explains to them the differences between oak tree leaves and lime tree leaves. n The childminder monitors the progress that children make effectively. Overall, she uses her observations and children's assessment information to plan for their individual learning. She knows children well and includes their current interests in the activities she provides. However, she does not give the fullest consideration to how she will help them to achieve the next steps in their learning, to provide them with precisely targeted learning experiences. This said, children gain a wide range of useful skills that prepare them well for their future learning and school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the signs and symptoms that may indicate abuse to children. She knows who to contact should she have any concerns about a child's welfare. The childminder has a good understanding of wider safeguarding issues, including the 'Prevent' duty guidance which talks about how to identify people who may be at risk of developing extremist views. The childminder talks confidently about her policies and procedures and how these help to keep children safe.

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should:

n provide children with the time that they need to think, respond and talk through their own ideas n use the information gathered about children's progress more precisely to identify how to help them achieve the next steps in their learning.

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Setting details

Unique reference number EY460887 Local authority Buckinghamshire Inspection number 10075421 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 8 Total number of places 6 Number of children on roll 9 Date of previous inspection 18 January 2016

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Information about this early years setting

The childminder registered in 2013. She lives in Chalfont St Giles, Buckinghamshire. She cares for children from 7.30am until 5.30pm on Monday to Friday all year round, including before and after school. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The inspector observed children during their play and learning experiences. n The inspector observed children and the childminder interacting and discussed children's learning and development. n The inspector held discussions with the childminder at appropriate times during the inspection and participated in a learning walk of the environment. n The inspector looked at children's records and evidence of the suitability of the childminder. n The inspector reviewed written feedback from parents of the children attending.

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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

22 October 2019 22 October 2019 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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