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 Not applicable

p.1

The provision is good

Children develop strong emotional bonds with the childminder which nurture their confidence and well-being very effectively. They settle in quickly and demonstrate that they feel safe and happy in her care.

p.2

The provision is good

The qualified and experienced childminder has created a welcoming and stimulating environment. She reviews her provision regularly to ensure she meets all children's needs effectively. She seeks feedback from parents to help her identify what she does well and where she can improve her service further. For example, she has introduced planning for the children's experiences as and when children's needs and interests arise.

p.2

The provision is good

Children make good progress from their individual starting points, including children with special educational needs and/or disabilities. They acquire a wide range of skills and knowledge that support them as they work towards the next stages in their learning and the eventual move to school.

p.2

The provision is good

The childminder provides clear boundaries for behaviour, to help children understand what they should or should not do. For instance, the childminder is very patient and takes time to get to the children's level to explain how to share and take turns. Children behave well and are kind and friendly towards others.

p.2

need to do better?

n The childminder helps children to build their problem-solving skills effectively. For instance, she encourages children to pause and review what they are doing, and identify what they would like to do next. Older children enjoy painting 'fairy doors' and younger children paint rocks. The childminder skilfully develops the children's unfolding interests. Children eagerly squeeze paint from bottles into pots and predict colour changes as they mix paint. Younger children select paint and use larger paintbrushes. n The childminder builds her professional skills and knowledge well. For instance, she has discussions with other childminders to share best practice and ideas. n The childminder forms close links with the local school and other providers that children attend. She shares information about children's progress well with them to help her implement activities that fully promote continuity of care and

p.2

need to do better?

learning. n The childminder attends to children's care needs effectively. She is quick to recognise when children may be hungry, tired or in need of a cuddle, and responds well to their individual requirements. n Children learn how to use technology. For instance, they learn about electronic devices to request their favourite nursery rhymes and songs are played. Older

p.2

need to do better?

25 May 2021 children dance to music and discuss their love of a particular song and younger children clap and sing. n Children thoroughly enjoy experimenting with different materials. The childminder provides different textures for the children to experiment with safely. For example, she crushes cereal to make sand. This enables the younger to take part who may put the sand in their mouth. n The childminder teaches children to become increasingly independent and manage their personal care needs. For example, she reminds children to put their hands over their mouths when they cough. Children know to wash their hands, demonstrating good hygiene practice and helping to minimise cross infection. n The childminder supports children to develop a good understanding of their personal safety. For example, she encourages children to help her assess risks and hazards on their walks to and from school. n Children are encouraged to make healthy food choices to support their

p.2

need to do better?

development of healthy lifestyles. However, on occasion the childminder misses opportunities to develop the children's understanding about why they should make healthy choices. n Children have a good understanding of language and demonstrate confident communication skills. Younger children follow simple instructions and use sounds and gestures to make their meaning clear to others. Older children use sentences and learn about sounds and the letters they represent. The childminder is enthusiastic in supporting children's language development. However, sometimes, she answers her own questions before giving children time to respond and develop their thinking skills further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of her role in protecting children who may be at risk of harm. She is alert to possible indicators of when a child may need help, and knows the relevant agencies to contact for guidance. The childminder attends child protection training and is aware of the correct procedure to follow should there be an allegation. The premises are secure and the childminder carries out daily checks of the indoor and outdoor environments to ensure they remain safe for children to use.

p.3

should:

n support children to develop an age-appropriate understanding of why making healthy eating options is good for them n provide more opportunities to support children in developing their thinking skills.

p.3

Setting details

Unique reference number EY547674 Local authority Buckinghamshire Inspection number 10175150 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 4 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Aylesbury. The childminder cares for children Monday to Friday, from 6.45am until 5.30pm for most of the year.

p.4

Inspection activities

n This was the first routine inspection the setting 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 the evaluation of the setting. n The inspector viewed the resources and looked at the areas of the premises that are used for childminding. n The childminder discussed with the inspector how she supports children's learning and development. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector asked the childminder questions during the inspection to establish her understanding of how to safeguard children.

p.4

Inspection activities

25 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.

p.4

Inspection activities

25 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6