Childminder EY550821

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

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The provision is good

The childminder provides a warm, welcoming and inclusive environment, where all children form secure attachments with her. Strong relationships between the childminder and children are evident and children feel safe and secure in her care. They confidently make choices from a good range of resources and play materials and become engrossed in their play. They are confident, inquisitive and enthusiastic to learn. The childminder engages them in meaningful conversations to extend their communication skills. She values what children have to say and gives them time to think and respond to questions.

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The provision is good

The childminder has a secure understanding of the age and abilities of the children in her care. She uses the information she gathers from parents, and completes regular assessments, to check what children know and can do. She has a good understanding of the importance of identifying any gaps in children's learning. She uses this information to plan suitably challenging activities to help them to progress further. All children make good progress from their starting points.

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The provision is good

The childminder ensures the environment is stimulating and safe for all children. Children are confident and friendly. The childminder is a positive role model and teaches children to listen, communicate positively and to be caring. Children respond well and successfully develop valuable social skills that will prepare them for their future lives.

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need to do better?

n Children thrive in the environment and explore with confidence and ease. They demonstrate high levels of imagination during role play and act out their previous experiences, such as visiting the hairdressers and the hospital. n The childminder enhances children's understanding through a range of fun activities. For instance, children learn about early mathematics, such as using numbers in songs and rhymes. The childminder uses these opportunities to focus on simple subtraction, such as asking children how many monkeys are left after each verse of the song. n Children behave well. The childminder has high expectations for children's behaviour and conduct. She takes appropriate action and is proactive in introducing strategies to support children who struggle with regulating their behaviour. Subsequently, children learn how to manage their own feelings and understand how their behaviour impacts upon others.

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need to do better?

n The childminder promotes children's health and well-being effectively. Children benefit from healthy, nutritious meals and snacks and have regular fresh air and exercise. For instance, they play in the very well-resourced garden and have regular visits to parks and woodlands. These positive experiences help to

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need to do better?

19 December 2019 support children's physical and emotional health. n Partnerships with parents are very effective. The childminder builds positive relationships with them. She completes progress checks on children and regularly shares this information with parents to enable them to extend children's learning at home. n The childminder communicates well with children. She engages them in interesting conversations, to check their understanding. However, in her eagerness to impart knowledge and help develop their skills further, she does not always allow them to follow their own interests and interrupts their flow of play. For example, she diverts their concentration as she moves them on to different activities and experiences. n The childminder encourages children to develop resilience and a can-do approach. For example, when children want to put paper into an envelope, she asks them if they think it will fit and makes suggestions, such as folding the

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need to do better?

paper. Children show high levels of determination as they independently fold the paper until it is small enough to fit inside the envelope. n The childminder has forged good links with other professionals involved in children's care, including their key person at nursery. They regularly discuss children's progress and agree on how they can support children's next steps. This helps to promote continuity of children's care and learning. n The childminder is committed to her role and ongoing professional development. She makes good use of online courses, research and networking opportunities with other professionals, to give her a deeper understanding of children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of child protection issues. She ensures she completes regular training and can confidently identify the signs that may indicate that a child is at risk of harm. She knows what to do and who to contact if she has any concerns about a child's safety or welfare. She is fully aware of her roles and responsibilities, including ensuring she checks the indoor and outdoor environment daily to help identify and eliminate any potential risks.

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should:

n provide children with more uninterrupted time to engage freely with their play to enhance their learning to the highest possible levels.

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Setting details

Unique reference number EY550821 Local authority Buckinghamshire Inspection number 10126983 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 1 to 7 Total number of places 4 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Hazlemere, High Wycombe, Buckinghamshire. She cares for children from Monday to Thursday from 8am to 6pm for most of the year. The childminder receives funding to provide free early education for children aged two, three and four years. The childminder holds a relevant level 3 qualification.

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Inspection activities

n The inspector and the childminder held a discussion to understand how the early years provision and curriculum are organised. n The inspector observed the quality of teaching during indoor activities and assessed the impact this has on children's learning. n The inspector viewed a focused activity with the childminder and held discussions with the childminder and children at appropriate times during the inspection. n The inspector took account of the views of parents through their written feedback. n The inspector viewed a sample of documents, including evidence of the suitability and qualifications of the childminder and her family.

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Inspection activities

19 December 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.

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Inspection activities

19 December 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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