Childminder in Buckinghamshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

The provision is good

The childminder plans an interesting and varied curriculum and as a result, children have a very good attitude towards their learning. They are very inquisitive and enthusiastic. The childminder encourages children to be as independent as possible. For example, she sets out resources and activities in the attractive playroom, to help them make choices about what to play with. Children follow their interests, and the childminder is close by to gently support and extend their learning. For example, children eagerly explore number, colour, shape and measurement as they build and construct with bricks.

p.2

The provision is good

Children have very close relationships with the childminder. They are happy and self-assured in her care. The childminder is a good role model. She builds children's self-esteem effectively, for example, by giving praise and encouragement for good behaviour and individual efforts. Children learn right from wrong and behave well. They share and take turns when playing games. The childminder encourages children to be resilient and to take pride in their achievements. She encourages them to 'have a go' and constantly praises their efforts. The childminder teaches children the importance of leading a healthy lifestyle, such as taking exercise, following good hygiene practices and eating healthily.

p.2

need to do better?

n Children make good progress from their starting points and develop knowledge and skills for the next stage in their education. The childminder knows the children very well. She plans 'in the moment' to support their interests. The childminder carefully assesses children's progress to help her to quickly identify and address any gaps in their learning, and to help plan for their future learning. n Children use their imagination well during role play in the kitchen area. At a young age, they develop a clear understanding of what is pretend and real. For example, as they wash up in the sink, they say, 'I'm just going to wash these, I'm just going to pretend the water's coming out of the tap.' n The childminder encourages children to develop good literacy skills. For instance, they enjoy stories and observe words in the environment to support their understanding of print carrying meaning. However, the childminder does not

p.2

need to do better?

take every opportunity to fully extend children's early writing during their play. n The childminder is particularly skilled at helping children to make very good progress in their communication and language. She asks questions and introduces a wealth of new vocabulary to help support and extend children's good communication skills. Her questioning challenges children's thoughts and ideas as they play and learn. Young children are very confident talkers and they engage in many conversations with the childminder and their friends. n Overall, the childminder has effective working relationships with parents and

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need to do better?

7 January 2020 others involved in the children's lives, such as pre-school teachers. Parents have regular feedback and opportunities to express their views about their children's progress. Sometimes, the childminder does not make the most of her good relationships with parents and other professionals to further complement children's learning across the settings they attend. n Children learn about the world around them, such as when they visit the animals at the local wildlife hospital. They are highly inquisitive as they explore the pretend medical instruments, pushing buttons and reading numbers on the blood pressure monitor. They learn how to take their temperature and listen to their heartbeat. n Children develop good physical skills. They ride scooters, throw and kick balls, and climb apparatus at the park. Children build on their small-muscle skills, such as when constructing with bricks and fitting puzzles together.

p.2

need to do better?

n The enthusiastic childminder has successfully addressed the action and recommendations from her previous inspection, to further benefit children's health and education. She reflects on and evaluates her childminding practice, and is aware of her strengths and areas for further development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good knowledge of local safeguarding procedures. She accesses training to help keep her knowledge of safeguarding and wider safeguarding issues up to date. The childminder knows how to take swift action to protect children's welfare in the event of a child protection concern. The childminder completes daily risk assessments across the environments used by the children. She helps children to be aware of possible hazards. For example, children are taught to tidy away resources so they do not become a tripping hazard.

p.3

should:

n place more emphasis on developing children's early literacy skills so that their progress is accelerated even further n make better use of the trusting partnerships with parents and other professionals to complement children's learning at home and across the settings they attend.

p.3

Setting details

Unique reference number EY542929 Local authority Buckinghamshire Inspection number 10109381 Type of provision Childminder

p.4

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 6 Number of children on roll 5 Date of previous inspection 20 May 2019

p.4

Information about this early years setting

The childminder registered 2017 and lives in Long Crendon, Buckinghamshire. She operates all year round from 8am to 5.30pm, Monday to Wednesday. The childminder provides funded early education for three-year-old children. She holds an early years qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector completed a learning walk to identify how the childminder plans and implements her educational provision. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n The childminder and the inspector observed and evaluated an activity. n The inspector discussed children's progress and sampled the childminder's policies and procedures.

p.4

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

7 January 2020 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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