Childminder 107871

Overall effectiveness Good

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

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The provision is good

Children are cared for extremely well in this a very welcoming and home-from- home setting. The childminder is vigilant and carefully assesses risks, to keep children safe in her home and when outdoors. Children develop wonderful, secure and caring relationships with the childminder and her family, which helps them to feel happy and well settled. The childminder is sensitive to children's individual needs and recognises quickly when young children need to eat, sleep or time to play outside.

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The provision is good

The childminder has high expectations for the children and plans a wide range of activities that interest and motivate young children to learn. For example, young children show great joy in building train tracks and making circles with the pieces. The childminder encourages children to count and they talk about whether trains are bigger or smaller. Children learn to recognise colours as they sort the trains into colour groups, which helps to support children's growing mathematical development. Older children delight in mixing different-coloured paints and learn that blue, red and yellow makes brown.

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The provision is good

The childminder knows the children and their family backgrounds very well. She can confidently talk about their abilities, likes and dislikes, and identifies their next steps in learning accurately.

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need to do better?

n Promotion of positive behaviour threads seamlessly through the childminder's interactions with children. The childminder uses praise effectively, and sensitively helps children to understand and develop their skills in sharing and taking turns. The childminder is an extremely positive role model and has high expectations for children's behaviour. n The childminder has a very calm, confident and relaxed manner and this helps children develop independence and feel comfortable. She regularly meets with other childminders and accesses other groups within the community. She offers children a wide range of experiences and social environments that promote understanding of people and communities that may be different to their own. n The childminder encourages children to lead healthy lifestyles. For example, children follow good hygiene routines, such as washing their hands after playing in the garden and before eating. The childminder provides nutritious snacks for

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need to do better?

children and, teaches them about the importance of healthy eating. n The childminder uses what she knows about children's individual interests to provide activities which they enjoy. She involves herself in children's play, and overall, uses these opportunities effectively to enhance their learning. However, at times, the childminder does not give children enough time to think and

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need to do better?

15 January 2020 respond to questions asked of them to develop their imagination even further. n The childminder has developed exemplary partnerships with parents, who praise her highly for the 'wonderful' care and attention given to their children. The childminder shares children's learning, for example through journals, daily chats, photographs and observations, and she values parental contributions towards children's learning. n Children have a room specially organised for their needs. Here, they can draw, dress up, be creative and learn about numbers and letters. There is a wide range of age-appropriate storybooks that children may choose to look at whenever they choose. Children demonstrate a love of books and eagerly listen to stories and rhymes with the childminder as they snuggle on the settee together. n The childminder is committed to improving her setting continually. She regularly reflects on her practice, taking into account the views and interests of the

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need to do better?

children. She researches new ideas about young children's learning and attends regular training. n The childminder has a good understanding of how children learn. She uses her ongoing observations to understand children's starting points, interests and learning styles. She incorporates their next steps in learning into her planning. This has a positive impact on developing children's knowledge and skills across all areas of learning. n Children are making good progress in their learning and development. The childminder supports children to learn key skills that will support them with their move on to school. For example, older children are highly independent and can confidently put on their shoes and coats. Younger children are supported to select their own resources and activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities to keep children safe. She reviews her policies and procedures regularly to ensure they are kept up to date with any changes. She ensures that her paediatric first-aid training is refreshed and her safeguarding knowledge is up to date. The childminder has a secure knowledge of the signs and symptoms that a child may be at risk of abuse. Additionally, she knows the procedures to follow and professionals to contact if she has any concerns. The childminder checks the premises to minimise potential risks and teaches children what to do in the event of an emergency.

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should:

n give children enough time to think and respond to questions and comments to

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should:

15 January 2020 enable them to develop their communication skills and imagination even further.

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Setting details

Unique reference number 107871 Local authority Buckinghamshire Inspection number 10060966 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 0 to 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 11 November 2015

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Information about this early years setting

The childminder registered in 1994. She lives in Chalfont St. Peter, Buckinghamshire. The childminder operates her service from 7.30am until 6pm on Monday to Thursday, all year round. She holds a relevant childcare qualification at level 3.

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Inspection activities

n The inspector observed a range of activities. She spoke to children and held discussions with the childminder, to assess the quality of education for children and their experiences in the childminder's home. n A range of documents were reviewed, including safeguarding procedures and suitability checks for household members. n The inspector carried out a learning walk with the childminder and looked around the areas used for childminding to assess their safety and suitability. n Parents' views were assessed and taken into account from their written comments.

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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

15 January 2020 15 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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