Bateman, Katie Jane

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children develop strong bonds with the childminder. They enjoy opportunities to visit her home before they begin attending. This helps them to feel safe and secure. For example, young children happily explore the toys on offer, returning to the childminder for reassurance when needed.

p.2

The provision is good

Children benefit from the childminder's high expectations for their learning and development. For instance, the childminder has a good understanding of how to prepare children for the next stage in their learning. Children delight in activities where they develop their hand muscles ready for writing. They carefully grasp tweezers in their hands, squeezing them to collect pom-poms and placing them in containers. The childminder provides challenge such as encouraging children to use different-sized tweezers to pick up smaller objects. She is further developing her resources to promote children's open-ended play.

p.2

The provision is good

Children behave well. They listen and respond to the childminder's instructions, such as to wash their hands before mealtimes. They begin to develop an understanding of right and wrong. For example, they watch the childminder as she demonstrates how to take turns with toys. Children concentrate intently during activities that interest them. This is demonstrated when they create towers, carefully placing blocks one on top of another.

p.2

need to do better?

n The childminder acts with integrity. She operates an inclusive service and networks with other agencies to help to support the children in her care. For example, she seeks advice from specialists. This helps her to develop resources for children and families who speak English as an additional language. She researches ways to help children to regulate their behaviour. All children, including those who speak English as an additional language, make good progress. n Parents are overwhelmingly positive about the care that their children receive. The childminder develops good relationships with them from the outset. For instance, she talks to parents about their children's routines, likes and dislikes. This helps her to plan their initial visits to her setting well. She makes suggestions to parents about how they can help their children at home. This further supports their readiness for the next stage in their learning.

p.2

need to do better?

n The childminder has a positive attitude to improving her own practice. For example, following professional development activities, she has identified that she wants to develop children's open-ended play. However, she does not fully consider how to organise her environment to help her implement this. On occasion, this prevents children from following their interests in play.

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need to do better?

20 May 2021 n The childminder promotes children's physical development well. For instance, children enjoy walks to the local woods. They delight in collecting sticks and using them to make spider's legs by pushing them in balls of play dough. n Children begin to learn about healthy eating choices. This is demonstrated when the childminder talks to them about the benefits of healthy foods during mealtimes. Children begin to learn the names of different fruits, such as grapes. n The childminder has a clear vision for developing children's communication and language skills. Overall, she implements this successfully. For instance, she reads stories to children, using visual prompts and repeating new words to support their understanding. However, on rare occasions, she does not recognise that children's use of dummies has a negative impact on their desire and ability to talk. n Relationships between the childminder and children are sensitive and respectful.

p.2

need to do better?

The childminder takes timely action to support children when they encounter difficulties, such as when playing with their peers. For example, she teaches children how to learn to play alongside others after periods of time not attending. This helps children to manage their behaviour effectively. n The childminder supports children's developing self-care skills effectively. This is demonstrated when she works in partnership with parents to promote consistent routines for learning to use the toilet.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her responsibilities to keep children safe. She considers how to minimise risks to children well. She demonstrates this by having clear procedures in place for outings on foot and in the car. The childminder develops children's own knowledge of how to keep themselves safe, such as by teaching them about road safety. The childminder has a secure understanding of how to identify children who may be at risk of harm. She is aware of local safeguarding partnership arrangements, should she have a concern about children's welfare.

p.3

should:

n organise the environment more effectively and enable children to follow their interests more freely in their play n reassess children's use of dummies to ensure that their use does not inhibit their developing communication and language skills.

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Setting details

Unique reference number EY559283 Local authority Buckinghamshire Inspection number 10190407 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Wendover, Buckinghamshire. The childminder operates all year round. She offers care from 7am to 7pm on weekdays, and from 9am to 7pm on Saturdays. The childminder accepts funding for the free provision of education for children aged two, three and four years. She holds an appropriate childcare qualification.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector spoke to the childminder about how she plans activities and what she does to support children's learning and development. n The childminder talked to the inspector about how she keeps children safe in her setting. n The inspector observed the quality of teaching, and she and the childminder jointly evaluated the effectiveness of the childminder's interactions with children. n The inspector spoke to a sample of parents to seek their views.

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Inspection activities

20 May 2021 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

20 May 2021 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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