Childminder EY344924

Overall effectiveness Good

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

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The provision is good

Children demonstrate consistently positive attitudes to their learning. They benefit from the childminder and her assistants' exceptionally high expectations for their development. For example, the childminder recognises children's strengths superbly. She builds on these to challenge them at the highest level. This is demonstrated when the childminder extends children's already strong mathematical skills even further by encouraging them to calculate how many more pieces of cutlery they need to make a given total. This is helping children to use and apply their previous knowledge exceptionally well.

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The provision is good

Children benefit from meaningful opportunities to learn how to keep themselves safe. This is demonstrated by their involvement in risk assessing the garden before they go out to play. Children eagerly walk around the garden checking that the area and equipment is safe to use.

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The provision is good

Children are very happy in the childminder's care. They say that they enjoy playing with their friends, reading and cooking. They are keen to join in with the wide range of activities on offer. For instance, children enjoy using their expanding vocabulary to re-enact their favourite fairy tales.

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The provision is good

Children are well behaved in the childminder's home. However, on rare occasions, the childminder and her assistants' effective interventions are not swift enough to support children to demonstrate consistently high levels of respect for others.

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need to do better?

n The childminder has highly impressive procedures in place to ensure that her assistants share the ambitious vision for the curriculum. For instance, the childminder and her assistants establish excellent partnerships with other settings that children attend. Together, they gather information about children's progress. They use this information superbly, alongside their own observations, to create individual learning plans for children together. n Children benefit from the childminder and her assistants' excellent understanding of how to implement the curriculum. They organise children's experiences exceptionally well to help them further develop their skills. For example, children have a wonderful time mixing natural resources and making 'food' outdoors. When they are interrupted by rain, the childminder replicates their learning indoors. She gives children vegetables and tools, such as peelers. She teaches

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need to do better?

children how to use these safely, such as by demonstrating how to hold them and which areas are sharp. Children use the tools highly impressively. They peel and chop vegetables, and 'cook' for their friends. n The childminder and her assistants' interactions with children are consistently

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need to do better?

12 March 2020 high quality. However, on rare occasions, their interactions are not timely in further promoting children's respect for others. For instance, on occasion, in group situations, children become over-excited and they call out over others. The childminder's acknowledgement and explanation of why this is unacceptable is successful. However, her intervention is not as prompt as it could be. This does not impact on children's excellent attitudes to their learning. Children go on to become deeply engaged in their activities. They use props, such as sticks, bricks, straw and cardboard boxes and become absorbed in re-enacting 'The Three Little Pigs'. n Children develop strong independence skills. For instance, when they go outside they put on their coats and wellington boots. Children persevere when it is difficult to pull up their zip and are very proud when they are successful. Children are fully involved in mealtime routines. They enjoy their responsibilities

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need to do better?

to lay the table with bowls and spoons for dessert. n The childminder and her assistants establish effective key-person arrangements. They work closely with parents to find out about children's care needs. For example, they gather information about children's dietary and health care requirements. They create care plans with parents and establish robust procedures to ensure that children's essential medicines are available at all times. Parents report that the childminder manages their children's needs well. n The childminder supports the performance of her assistants effectively. This has helped her to maintain the outstanding quality of education. For instance, she regularly observes her assistants and provides constructive feedback. One of the assistants reports that she finds this extremely beneficial to help her to continually improve. n The childminder and her assistants seek highly effective professional

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need to do better?

development opportunities. This is having a strong impact on the quality of education. For example, one of the assistants attended training about improving magical and imaginative play. Since the training, she has made props such as pegs and blankets easily available for children to access to extend their imaginative play. Children have enjoyed making sensory bottles. They shine torches through them to look at the colours that appear. This is helping them to develop a sense of awe and wonder of the world around them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have a strong understanding of their responsibilities to keep children safe. They have a secure knowledge of the signs and symptoms which may indicate that children are at risk of harm, including from radical and extreme views or behaviours. The childminder and her assistants are aware of local multi-agency safeguarding arrangements should they have a concern about children's welfare. They have a good understanding of whistle- blowing procedures and what to do if they have concerns about the conduct of those working with children.

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should:

n ensure that interactions with children are timely to further support their understanding of how to show high levels of respect for others n build on leadership skills, increasing knowledge to organise the provision effectively.

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Setting details

Unique reference number EY344924 Local authority Buckinghamshire Inspection number 10136485 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 19 Date of previous inspection 15 March 2016

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Information about this early years setting

The childminder registered in 2006. She lives in Beaconsfield, Buckinghamshire. She opens from Tuesday to Thursday from midday to 8pm term time only. The childminder accepts funding for the free provision of education for children aged two, three and four years. She has an appropriate qualification at level 3. She regularly works with two assistants.

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Inspection activities

n The inspector talked to the childminder about how she organises the children's curriculum. n The inspector observed the children engaged in activities indoors and outdoors, and assessed the impact this has on their 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 and the assistant present at relevant points in the inspection. She discussed how the childminder supports the assistants in their role. n The inspector spoke to parents and children. She also considered written views provided by parents.

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Inspection activities

12 March 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.

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Inspection activities

12 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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