Childminder EY486349

Overall effectiveness Good

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

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The provision is good

Children enjoy the time they spend in the childminder's home. They have formed strong attachments with the childminder and demonstrate that they feel emotionally secure as they explore and investigate their surroundings. Effective settling-in processes are in place and the childminder knows the children well. She confidently talks about their abilities, likes and dislikes and individual characteristics.

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The provision is good

The childminder provides a curriculum that is well planned and gives all children, including those with special educational needs and/or disabilities (SEND), the knowledge and skills they need for their future. She engages children effectively in meaningful conversations to extend their communication skills. The childminder values what the children have to say and gives them adequate time to think and respond to questions. Children develop good speaking and listening skills, articulate well and confidently recall their past experiences.

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The provision is good

The childminder's curriculum incorporates a forest school outdoor educational experience, where children visit woodlands on a regular basis. They develop an understanding of how to manage risks, learn about the natural environment and use their own initiative to solve problems and cooperate with others. Children develop in self confidence, become self-motivated to learn and benefit from physical activity.

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need to do better?

n The childminder monitors children's progress regularly through observations and assessments. She uses this information to identify any gaps in their development and implements plans to support all children to progress further. n Overall, children make good progress. The childminder provides a broad range of activities and experiences to help them to develop across all areas of the curriculum. Children are eager to explore, investigate and demonstrate a positive attitude to learning. However, during some adult-led activities, the childminder does not fully consider the abilities of younger children and adapt her approach. This results in some children becoming distracted. n The childminder is committed to her role and her ongoing professional development. She has made good use of training to help give her a deeper understanding of how children learn and develop. She makes good use of networking opportunities and meets with other childminders to discuss practice

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need to do better?

issues and share ideas for activities. n Children's behaviour is good. They play harmoniously together and understand the need to share and take turns. The childminder gives them meaningful praise for their good behaviour and individual efforts, supporting them to develop a

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need to do better?

13 January 2020 positive sense of themselves. n Partnerships with parents are strong. The childminder offers a good range of initiatives to engage, support and build on parents' interest in their children's development. She regularly discusses children's progress with them, sends newsletters home and encourages children to take books home to help parents to promote children's early love of reading. Feedback from parents is very positive. They describe how their children have grown in confidence, behave well and are making good developmental progress since being in the childminder's care. n The childminder demonstrates a good understanding of how children learn and develop. She has interesting conversations with them, and children benefit from the frequent questions that the childminder asks them. However, occasionally, she does not follow children's spontaneous interests, to help extend their knowledge further. For example, when children identify pictures of a fox and an

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need to do better?

owl, she asks them if they have seen these, but does not extend the conversation further to extend their learning to the highest level. n Children have fun as they learn and enjoy joining in with activities. They successfully develop the skills that prepare them for the next stage in their learning. For example, they complete simple tasks, follow instructions and show good levels of imagination as they represent their own thoughts and ideas during play. n Children use mathematics during everyday play. This is demonstrated when they sing songs and rhymes involving numbers, count the number of items they have collected during games and use the language of size during conversations.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder fully understands her role and responsibilities in keeping children safe. She keeps her knowledge up to date through attending relevant training. She is confident of the signs and symptoms that may indicate that a child is at risk of harm. She has a thorough knowledge of the action to take if she has concerns about the safety of a child in her care. Regular checks of the environment, inside and outside, help the childminder to identify and eliminate any potential risks to children and ensure their safety. This successfully promotes children's safety and welfare.

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should:

n consider the age and stage of all children when planning adult-led activities, so that all children become involved and benefit fully from the learning experiences offered

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should:

13 January 2020 n use children's existing knowledge and interests more effectively, to enrich learning experiences and build on what they already know and can do.

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Setting details

Unique reference number EY486349 Local authority Buckinghamshire Inspection number 10133283 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 8 Total number of places 5 Number of children on roll 11 Date of previous inspection 14 January 2016

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Information about this early years setting

The childminder registered in 2015. She lives in Hazelmere, Buckinghamshire. She provides care Monday to Thursday between 7am and 6pm, for most of the year.

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Inspection activities

n The inspector and the childminder had discussions to help the inspector understand how the early years provision and the curriculum are organised. n A joint evaluation of an activity was completed with the childminder. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children, and how she assesses and plans for children's learning. n The inspector sampled feedback from parents and took their views into consideration. n The inspector observed the interactions between the children and the childminder and considered the impact on their learning.

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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

13 January 2020 13 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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