Childminder EY549092

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

Children gain a strong sense of themselves as unique and valued individuals. For example, the childminder displays pictures of children's homes and families. Children enjoy looking at these and learning about the similarities and differences between themselves and others. The childminder values all the different ways that children communicate. For example, she responds when children use gesture or pointing to make their needs known. She learns words in the range of languages children speak at home. Children are happy and confident to be in the childminder's care.

p.2

The provision is good

The childminder wants all children to achieve well. She understands the importance of good speaking and listening skills to children's future learning. She focuses well on this aspect of children's development. She reads to children regularly and in a very engaging way. Children listen intently to stories. They consistently hear the childminder using clear and interesting words and language.

p.2

The provision is good

Children behave well. They are learning to play cooperatively and to consider the needs of others. They cooperate with routines, such as at mealtimes or when getting ready to go outside. They show real interest in the resources and activities that are on offer. They are developing well into curious and inquisitive learners.

p.2

need to do better?

n The childminder provides a very inviting and stimulating learning environment. She puts a lot of thought into how to present resources so they are attractive and easily accessible to children. Children move around her home purposefully and show they thoroughly enjoy taking part in the learning experiences on offer. n The childminder quickly identifies any gaps in children's learning or where they may need extra support to make the progress of which they are capable. She conducts her own research so that she can adapt what she does well to meet children's individual needs. For example, she understands the importance of not putting undue pressure on children who are shy about talking. She successfully helps such children to relax and begin to communicate more confidently. n The childminder builds strong and respectful partnerships with parents. For example, parents and the childminder work together to support toilet training.

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need to do better?

The childminder reaches out to staff at other settings to help ensure a consistent approach to meeting each child's needs. n The childminder sequences children's learning very well. This helps children remember long term what they have been taught. For example, the childminder identifies that many children will not have experienced snow first hand. In preparation for making pretend snow she reads stories to children about snowy places. Children show great excitement as powder and water mix together to

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need to do better?

19 December 2019 make pretend snow, remembering what this is from their previous learning. n Children develop a real interest in books and stories. The childminder ensures she reads to children each day. Children snuggle in and listen intently as she reads in an animated voice. She really captures children's interest. All children, including the youngest, concentrate well on long stories, listening closely and asking questions about the illustrations. n Children learn right from wrong and are developing a good understanding of how to stay safe. For example, the childminder teaches children how to climb slides safely and why it is not a good idea to drink dirty water. Children learn to chop fruit safely. They listen to what the childminder says and follow her clear instructions. n The childminder identifies a wide range of skills she wants to teach next to each child. Her good teaching ensures that children make good progress. However,

p.2

need to do better?

the childminder does not always make consistently good use of opportunities that arise to support children's mathematical development. n Children enjoy following a healthy lifestyle. They enthusiastically choose from the wide range of fruit on offer for snacks and eat with pleasure and enjoyment. They show great excitement about spending time outside and enjoy the chance to play energetically in the fresh air. n The childminder keeps very detailed written records of children's progress. She understands the need to assess learning in order to monitor progress. However, some of what she records is not necessary and is not adding to her understanding of what each child needs to learn next. In this respect her workload is overly burdensome.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a thorough understanding of her responsibility to keep children safe. She has an accurate understanding of the signs that could indicate that a child may be at risk of harm. She knows how to share these concerns to protect children. She has a good understanding of wider safeguarding issues, such as the risks to children of being exposed to extreme views. She keeps her knowledge of local safeguarding issues updated. For example, she knows about changes to procedures for reporting any allegations about her own conduct.

p.3

should:

n enhance the use of opportunities to extend children's understanding of numbers, shapes and other mathematical concepts n consider ways to reduce workload and ensure that assessments are not overly burdensome and used even more efficiently to identify precisely what children

p.3

Setting details

Unique reference number EY549092 Local authority Buckinghamshire Inspection number 10123482 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 6 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2017. She lives in High Wycombe. She offers care Monday to Thursday, throughout the year. She holds qualified teacher status.

p.5

Inspection activities

n The childminder and the inspector completed a learning walk and the childminder explained how she organises the provision. n The inspector observed the childminder's interactions with the children and evaluated the quality of teaching and the curriculum. n Parents shared their views and the inspector took these into account. n The inspector looked at relevant documentation and held discussions with the childminder at convenient times during the inspection.

p.5

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

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

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

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