Greig, Stephanie Donna

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

p.1

The provision is good

Children explore the warm, homely environment with confidence. Children settle quickly into the childminder and co-childminder's care. They form a strong bond with the childminder, who gives praise and reassurance. The childminder plays alongside the children. She is kind and caring in her approach, which helps children to feel safe and secure.

p.2

The provision is good

The childminder has high expectations of what children know and can do. Children experience a rich curriculum with good opportunities to learn about the natural world. For example, on a walk they count how many fish are in a pond, talking about the different sizes of the fish. Older children develop a love of books and enjoy listening to stories as the childminder reads. Occasionally, the childminder does not make stories appeal to the differing ages of the children in her care. This does not help to sustain the attention of the very young.

p.2

The provision is good

The childminder helps children to manage their own behaviour. Young children begin to understand that they must share the toys and equipment. Older children develop an understanding of younger children and are sensitive to their needs. For example, children help each other as they share the utensils in the play kitchen. This supports children's good behaviour.

p.2

need to do better?

n The childminder assesses children's progress accurately. She regularly observes children and has a good knowledge of children's interests and next steps. She uses information to successfully move them forward in their learning. Children are motivated to learn and are well prepared for their future learning. Children make good progress from their starting points. n The childminder supports children's mathematical skills effectively. For example, she uses language such as 'bigger' and 'smaller' when she talks to them about the size of containers. The childminder asks children to count objects. For instance, children count money with confidence in the role-play shop. This helps children to develop their understanding of size and number. Children develop good early mathematical skills. n Children develop their communication and language skills well. The childminder uses familiar songs to help promote children's early communication and

p.2

need to do better?

language skills effectively. For example, children learn about body parts as they sing. n Children are offered a range of opportunities to explore their local community. For example, the childminder takes them on trips to local groups and to play with children of their own age. They visit playgrounds and local libraries. n Children's emotional security and well-being are paramount to the childminder's

p.2

need to do better?

6 November 2019 practice. Each child is cherished and their individual uniqueness is valued and nurtured. Children are extremely settled and the childminder uses engaging resources to motivate children's learning. n The childminder helps children to understand how they can support their good health. Children make healthy choices about what they would like to eat. For example, they choose fruit and water for their snack. The childminder supports children to be independent in their self-care, for example, by working closely with parents to support children during toilet training. She promotes children's understanding of good hygiene routines effectively, such as washing their hands before snacks and lunch. n The childminder communicates effectively with the parents, and tracks children's overall progress well. She completes regular observations and shares these with parents, discussing their children's progress. This supports parents to continue

p.2

need to do better?

their children's learning at home. n The childminder and co-childminder have developed links with other local childminders to discuss and share good practice and obtain ideas to develop their provision. The childminder undertakes mandatory training. However, she has not yet developed a precise plan to enhance her professional development further. n The childminder works closely and effectively with her co-childminder, beneficially using each of their strengths to work as a successful team. They jointly evaluate their practice and provision, and outline suitable areas for further improvement. Parents are complimentary and happy with the care and education that the childminder provides.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of signs and symptoms that may indicate abuse to children. She has updated her safeguarding training. The childminder knows the procedures to follow to keep children safe. She has a good understanding of wider safeguarding issues, including extremism, and ensures that all her policies are updated to reflect these. The childminder assesses trips well to ensure that she identifies and minimises all perceived risks or hazards. This helps her to keep children safe from harm. The childminder carries out daily safety checks to help reduce hazards and minimise accidents. This helps her to promote children's safety and welfare to a high level.

p.3

should:

n engage all children in the reading of stories simultaneously in order to encourage an interest in stories and books at a young age

p.3

should:

6 November 2019 n develop more-specific plans to enhance professional development and drive the quality of provision to the highest level.

p.3

Setting details

Unique reference number EY561818 Local authority Buckinghamshire Inspection number 10130077 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 3 Number of children on roll 6 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018. She childminds from her co-childminder's home in Marlow. The childminder cares for children Monday to Friday from 6.30am to 6.30pm, for most of the year.

p.5

Inspection activities

n The inspector viewed the areas used for childminding. She talked to the children, the childminder and her co-childminder at appropriate times throughout the inspection. n The childminder and inspector completed a learning walk to understand how the setting and curriculum are organised. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The childminder and the inspector undertook a joint observation of an activity and had a discussion. n The inspector took account of the views of parents through written feedback provided.

p.5

Inspection activities

6 November 2019 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.

p.5

Inspection activities

6 November 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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