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 Outstanding

p.1

The provision is good

Children are happy, keen and enthusiastic learners. They have positive attitudes to their learning. This is illustrated by their levels of concentration when they practise skills that they have learned in their creative activities, such as cutting with scissors and drawing squares.

p.2

The provision is good

Children benefit from strong attachments with the childminder. Their positive interactions with her, and their confidence to explore her home, demonstrate that they feel safe and secure. The childminder has a good understanding of how to minimise risks to children. This is demonstrated by her adaptation of her environment and resources to meet individual needs, such as for children with allergies.

p.2

The provision is good

Children are well behaved. They benefit from lots of praise and encouragement from the childminder, such as when they learn to use the toilet. This helps them to have pride in their own achievements.

p.2

The provision is good

The childminder has high expectations for children's development. She recognises how to challenge children further in their learning. However, on occasion, weaknesses in her own subject knowledge do not help children to develop a strong sequence of knowledge, to support their future learning.

p.2

need to do better?

n The childminder has a positive attitude to improving her service. She evaluates her provision well and makes improvements. For instance, the childminder has recently developed areas of her garden used by children, such as by creating a fairy house. This has had a positive impact on children's imaginative play. n The childminder responds to children's emerging interests well. For example, children show an interest in watching the birds in the garden as they eat their snack. The childminder promptly turns their chairs and children observe birds eating seeds in the garden. The childminder uses this opportunity well to promote communication skills. She talks to children about what the birds are eating and other animals that they might see. The childminder recognises that children enjoy reading books. Children benefit from regular trips to the local library. They enjoy sharing books with the childminder on their return. This helps

p.2

need to do better?

to promote their love of reading. n The childminder has a strong understanding of what children know and can do. This helps her to plan children's next steps in their learning effectively. However, the childminder does not recognise occasions where she could enhance her own subject knowledge, to further improve the quality of the curriculum. For example, at times, such as when teaching children to recognise letters and

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need to do better?

5 March 2020 sounds, the childminder's pronunciation of some letter sounds is incorrect. This is not fully effective in helping children to acquire the correct sequence of knowledge for their future learning. n The childminder promotes positive partnerships with others. For example, she works closely with another childminder who shares care for children who attend. The childminder regularly discusses children's progress with her fellow childminder and they complete required written summaries of children's progress together. This helps to promote a consistent approach to children's learning and development. n The childminder promotes children's physical development effectively. For instance, she captures opportunities for children to be active indoors. Children enjoy dancing to music. Their eyes light up and they smile with excitement as they move to music, like 'robots'. The childminder extends children's physical

p.2

need to do better?

development well. This is demonstrated as children throw and catch larger balls successfully. The childminder recognises that children are able to do this and she increases the level of challenge by teaching children how to throw and catch smaller balls. n The childminder works well with parents to support children during times of change, such as toilet training. She establishes strategies to use to encourage and recognise children's success in using the toilet. However, at times, the childminder does not consistently promote opportunities for children to learn how to manage their own hygiene practices effectively. This is illustrated by occasional differences in expectations for handwashing during everyday routines. n Children develop a strong understanding of expectations for their own behaviour. The childminder is a positive role model and children listen and respond to her promptly. Children show respect for others and use good

p.3

need to do better?

manners, such as saying 'please' and 'thank you' at meal times.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of how to keep children safe. She undertakes training to help to ensure that her knowledge is up to date. The childminder has a strong understanding of the signs and symptoms which may indicate that children are at risk of harm. She is aware of the local reporting procedures to follow should she have a concern about children's welfare or in the event of an allegation. The childminder minimises risks to children well. For instance, she has robust procedures in place for when she transports children on outings.

p.3

should:

5 March 2020 n improve subject knowledge to help children to develop the correct sequence of knowledge for their future learning, with particular relation to recognising letters and sounds correctly n strengthen children's understanding of how to manage their own hygiene practices.

p.3

Setting details

Unique reference number 107856 Local authority Buckinghamshire Inspection number 10136132 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 5 Total number of places 6 Number of children on roll 5 Date of previous inspection 7 October 2015

p.5

Information about this early years setting

The childminder registered in 1997 and lives in Amersham, Buckinghamshire. She cares for children on a Tuesday and Thursday from 7.20am until 6pm. She offers before and after school care. The childminder accepts funding for the free provision of education for children aged two, three and four years. She holds an appropriate qualification at level 3.

p.5

Inspection activities

n The inspector talked to the childminder about how she organises children's curriculum. n The inspector observed the childminder's quality of teaching and both jointly evaluated the effectiveness of the childminder's interactions with children. n The inspector spoke to children during the inspection. She considered the written views of parents provided on the day of the inspection. n The inspector checked evidence of the suitability of the childminder and of household members.

p.5

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

5 March 2020 5 March 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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