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 Not applicable

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The provision is good

The childminder creates a warm and welcoming environment, where children are settled and happy. Toddlers snuggle next to her to share their favourite books and listen to the story. Children are confident in the childminder's home. They demonstrate a strong sense of belonging as they confidently explore, and choose from the motivating range of resources provided. They are safe, secure and enjoy their learning experiences. Toddlers want to do things independently, expressing their own preferences and interests. The childminder follows children's lead as they imitate real-life experiences, such as going shopping, or putting the baby doll to sleep.

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The provision is good

The childminder is a good role model. She helps children to develop positive behaviours and shows kindness towards children through continual praise and encouragement. Children are learning to be tolerant of others, to share and take turns. They have opportunities to meet with other children of a similar age and develop their social skills. For example, the childminder regularly visits local toddler groups and places of interest to enhance children's learning experiences. Children who prefer to learn outside have a wealth of opportunities to explore and be physically active when they play in the garden or visit local parks.

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need to do better?

n The childminder works closely with parents and keeps them well informed about their children's learning and development. She liaises effectively with parents to ensure they receive information about their child's day. They appreciate the good care and interesting experiences that the childminder provides for their children. Parents comment about the care and good progress their children have made. n The childminder demonstrates her commitment to working in partnership with other professionals. For instance, she completes the progress check for children aged two and encourages parents to share it with the health visitor. n Young children engage well in activities and are motivated and enthusiastic learners. The childminder recognises opportunities to join in with children's play to help extend their learning. For example, she makes effective use of clear demonstration and explanations to enable children to squeeze the dough into

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need to do better?

moulds and press hard when creating shapes with play dough. Children have fun making different shapes with the dough. n The childminder supports children's language and communication skills very well. She sits with children as they play and talks to them about what they are doing. She builds on their speech and language, helping them to extend their vocabulary. Toddlers communicate well for their ages and eagerly respond to simple questions and instructions.

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need to do better?

8 January 2020 n Children enjoy a range of healthy foods at snack times and mealtimes. They develop their independence skills, for example, when they learn to cut up cheese into smaller pieces safely. Children are encouraged to be as independent as possible. For example, they learn to wash their hands and feed themselves. n The childminder reflects on her practice and is keen to make the setting the best it can be for the children in her care. She completes mandatory training and is taking steps to develop her provision, such as consulting with the local authority representative. However, she has not focused her professional development sufficiently on raising the quality of teaching, to achieve even better outcomes for children. n The childminder carefully considers the activities and experiences that she provides for children. Children benefit from interesting resources indoors and outside. The childminder observes children to gain insights into what sparks their

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need to do better?

interest throughout the day. However, she does not always make the best use of opportunities to count with children in order to reinforce and build on their early mathematical understanding.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility to ensure that children in her care are safe. She is confident about the correct procedures to follow should she have any concerns about the welfare of a child. The childminder keeps her knowledge up to date and is aware of wider child protection issues. The childminder uses a range of strategies to help to keep children safe. For example, she records visitors to her home, ensures doors are locked and supervises children closely at all times.

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should:

n explore ways to engage in professional development opportunities that focus more precisely on further developing knowledge and skills and raising the quality of teaching to an even higher level n make better use of opportunities that arise in children's everyday play and activities to support them to practise their number skills.

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Setting details

Unique reference number EY553431 Local authority Buckinghamshire Inspection number 10133887 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 2 Total number of places 5 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Aylesbury, Buckinghamshire. She cares for children from 8am to 6pm for four days a week, except for bank holidays and family holidays.

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Inspection activities

n The inspector held a number of discussions with the childminder throughout the inspection. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises. n A joint evaluation of an activity was discussed by the inspector and the childminder. n The inspector observed the quality of teaching during activities indoors and assessed the impact this had on children's learning. n During the inspection the inspector spoke to and interacted with the children. n The inspector took account of the views of parents through written feedback.

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Inspection activities

8 January 2020 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

8 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

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

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