McDouall, Rhoda Mary

Overall effectiveness Good

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

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The provision is good

Children settle well in the childminder's home-from-home environment and develop close bonds with her. The childminder has high expectations for children and what they can achieve. Children often check in for emotional reassurance. This secure base also gives children the confidence to try new things. Children happily engage in the resources provided, using support from the childminder when required. They have good opportunities to repeat activities that interest them. For example, children enjoy pushing toy vehicles outside and learning to connect them and tip them, which enables them to explore and express their ideas and thoughts through play. The childminder organises regular outdoor activities for children, which helps to support their knowledge of the natural world and their social and physical development. For instance, children enjoy visits to farms, woodlands, public gardens and parks. They learn how to keep themselves safe while they are out.

p.2

The provision is good

Children develop good physical skills. They use trikes and ride-on vehicles, throw and kick balls, and play on the swing in the childminder's extensive garden. Children build on their small-muscle skills, for example, as they construct with bricks and post shapes into the shape sorters.

p.2

The provision is good

Children show good levels of engagement in activities and eagerly explore and make new discoveries. For example, toddlers pick up stars, using good hand-to-eye coordination to stick them onto paper with the glue. The childminder uses opportunities such as these to encourage children to count and learn new words. This helps to develop children's early mathematics and communication and language skills.

p.2

need to do better?

n The childminder's excellent knowledge of the children that she cares for helps her to provide opportunities for them that help to broaden their knowledge and skills further. For example, she ensures that children benefit from lots of physical outdoor opportunities where they can explore and investigate the natural environment. n The childminder has formed strong links with other childminders in the local area. She recognises the importance of the support they provide for each other in their work. The childminder makes the most of networking opportunities to share ideas with other professionals. This helps to keep her skills and knowledge updated regarding current early years practice. However, she has not fully considered ongoing professional development opportunities to raise the quality of teaching to an even higher standard. n The childminder teaches children about tolerance and respect. She is a very

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need to do better?

good role model for behaviour. The childminder constantly tells children how

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need to do better?

23 January 2020 well they are doing. Children learn about right and wrong and the simple rules for playing harmoniously. They share and take turns. They follow simple instructions and help to tidy up. Children behave well. n Children are offered a broad range of activities that covers all areas of learning. However, the childminder does not provide as many opportunities for children to explore and use technology for a particular purpose. The childminder has a good understanding of children's developmental stages. This helps her to plan activities and opportunities that are developmentally appropriate and provide suitable challenge to further their learning. The childminder reflects well on what children can do and notes these achievements in her assessments, which she shares with parents. n The childminder understands and meets the needs of children's care needs effectively. She works with parents to ensure, for instance, that children's sleep

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need to do better?

routines are followed and offers support for children with food allergies and intolerances. n Partnership with parents is very effective. The childminder keeps parents up to date with the progress that their children are making through regular progress reports. In addition, she shares photographs with parents of the activities that their children enjoy. Parents are complimentary about the care and experiences that the childminder offers their children. n The childminder is committed to providing care and education for all children. She ensures that specialist resources and the education and health plans of children with special educational needs and/or disabilities are fully integrated in the learning environment and used effectively to support these children's learning. The childminder regularly liaises with professionals and parents to seek advice, review children's progress and set them challenging targets.

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need to do better?

n The childminder provides a calm and relaxing atmosphere where children can play and learn. Children are busy and engaged. They welcome praise and recognition for their achievements, which helps to raise their self-esteem and confidence. n The childminder uses her experience and what she knows about children to plan interesting experiences that support children's next steps in learning. She supports children's communication and language skills. The childminder models language for younger children. She provides clear explanations to help children understand, which supports them to think and reason.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good knowledge and a clear understanding of safeguarding. She has a good understanding of her role and responsibility to take action should there be a concern about a child in her care. The childminder has completed a child protection training course. This has supported her secure knowledge of the signs and symptoms that may indicate a child is at risk or more vulnerable to abuse. The childminder has clear information and processes to follow should any allegations be made. She completes regular risk assessments of her home and for outings. This

p.3

Safeguarding

23 January 2020 helps to maintain children's safety and welfare.

p.3

should:

n explore further professional development opportunities that focus more precisely on raising the quality of teaching and children's learning to the highest level n increase opportunities to help children learn how to use a wide range of technology.

p.4

Setting details

Unique reference number 116474 Local authority Buckinghamshire Inspection number 10072300 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 4 Total number of places 6 Number of children on roll 8 Date of previous inspection 23 February 2016

p.5

Information about this early years setting

The childminder registered in 1998 and lives in a village near High Wycombe, Buckinghamshire. She offers part-time care, including out-of-school care and reduced hours in school holidays.

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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.

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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

23 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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