Childminder in Buckinghamshire

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

Children are safe in the childminder's home. Since the last inspection, the childminder has moved house. She has taken action to ensure that her new home is suitable for children, for example by making improvements to security in the garden.

p.2

The provision requires improvement

Children are generally happy in the childminder's care. However, they do not equally benefit from consistently positive learning experiences. For example, younger children are not provided with age-appropriate and purposeful activities. The childminder and her assistant do not support young children's learning well enough. This has an impact on children's levels of enjoyment and the progress that they make. For instance, the childminder does not consider well enough what will excite young children to learn. She places toys in front of children that are not age- appropriate, such as construction toys. The childminder does not recognise that these toys are not suitable and does not take steps to address this, for example when children quickly lose interest and crawl aimlessly around the playroom.

p.2

The provision requires improvement

However, the childminder and her assistant share a suitable understanding of the next steps in learning for older children. They plan activities that older children enjoy, and their interactions with them help them to make good progress. For example, children enjoy outdoor play. They dip paintbrushes in water and use them to draw circles and lines to represent pictures of their family. Children's behaviour and attitudes to learning are positive.

p.2

need to do better?

n The childminder establishes strong procedures to find out about children's development when they start at her setting. For example, she talks to parents to find out what their children know and can do. She uses this information, alongside her own observations, to plan what children need to learn next. However, the childminder does not use this information well enough to plan consistently challenging and enjoyable learning experiences for all children. For example, when older children enjoy colouring, the childminder encourages younger children to join in, when this is not appropriate to their age and stage of development. She places crayons in young children's hands, expecting them to colour pictures. Children show little interest in the activity. This has an impact on their attitudes to learning. At other times, teaching is better, for example when the childminder's assistant supports older children to follow their own

p.2

need to do better?

interests during imaginative play. Children enjoy riding in the 'train', recognising and selecting tickets showing their name and counting the soft toy 'passengers' which they take on their journey. n The childminder has a positive attitude to furthering her skills. For example, she

p.2

need to do better?

4 February 2020 has completed a range of training, including professional development to enhance children's learning through play. However, this has not been fully effective as the childminder does not recognise that she does not provide purposeful play-based activities for younger children. n The childminder and her assistant meet children's care needs suitably well. For example, as part of their transition, children have a sequence of settling-in visits. This helps them to become familiar with their new environment. Parents report that the childminder has helped them to support their children through times of change, such as when they begin to explore solid food in their diet. Children enjoy the range of healthy food that the childminder prepares freshly for them each day. n The childminder and her assistant help older children to develop some independent skills, such as putting their wellington boots on. However, they do

p.2

need to do better?

not consistently promote opportunities for children to learn self-care skills. For example, the childminder promptly recognises when children need to wipe their nose. She completes this for children without giving them any opportunity to practise this skill for themselves. The childminder teaches children to use the toilet. However, she does not fully promote age-appropriate opportunities for them to learn other self-care skills, such as handwashing. Children are unable to reach the taps, handwash and hand towels. The childminder fully controls handwashing routines so children do not leave the taps running. This does not help to prepare children well enough for their eventual move to school. n The childminder establishes sound partnerships with parents. This is demonstrated when she offers advice and support to parents to help them understand how to deal with challenging behaviours, such as biting. The

p.3

need to do better?

childminder provides regular opportunities for parents to discuss their children's development. n Children behave well. They listen and respond promptly to instructions. They use good manners, saying 'please' and 'thank you' to each other. The childminder and her assistant promptly support children to overcome challenges, such as to take turns with others. They provide plenty of positive praise and encouragement which children enjoy.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that herself and her assistants keep their safeguarding knowledge up to date. For example, they complete regular training and make sure that they are aware of changes to local multi-agency safeguarding arrangements. The childminder and her assistant have a secure understanding of how to keep children safe. They have a strong knowledge of the signs and symptoms of abuse which may indicate that children are at risk of harm. The childminder and her assistant have a good understanding of whistle-blowing procedures. They know what to do in the event of an allegation being made against themselves or a member of their family.

p.3

Due date

plan suitably challenging activities for all children which meet their age and stage of development 03/04/2020

p.4

Due date

ensure that all children have opportunities to learn and explore through purposeful play across the seven areas of learning. 03/04/2020

p.4

should:

n review daily routines to help to provide more opportunities for children to learn to be independent in preparation for their eventual move to school n use the knowledge gained from professional development opportunities to help to raise the quality of teaching to a consistently good level.

p.4

Setting details

Unique reference number 147857 Local authority Buckinghamshire Inspection number 10136281 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 3 Total number of places 12 Number of children on roll 7 Date of previous inspection 3 August 2015

p.5

Information about this early years setting

The childminder registered in 1984. She lives in Aylesbury, Buckinghamshire. The childminder accepts funding for the provision of free education for children aged two, three and four years. She operates Tuesday to Friday from 7.30am to 4.30pm, throughout most of the year. The childminder works regularly with one assistant and occasionally with a second assistant.

p.5

Inspection activities

n The inspector had a tour of the setting. n The inspector observed the quality of teaching indoors and outdoors and assessed the impact on children's learning. n The inspector completed a joint evaluation of an activity with the childminder and discussed their findings. n The inspector spoke to the childminder, her assistant and the children at appropriate times during the inspection. The inspector took account of the written views of parents. n The inspector checked evidence of the childminder and her assistants' training and suitability. She looked at relevant documentation and evidence of the suitability of persons living in the household.

p.5

Inspection activities

4 February 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.

p.5

Inspection activities

4 February 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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