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

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The provision is good

Children enjoy their time in the childminder's home. They benefit from a wide range of learning opportunities linked to their interests. For instance, children explore the indoor and outdoor environment happily. They investigate the feeling of rice cereals in their hands as they scoop and tip them into different containers. Children hold chalk firmly, making lines and marks on the fence. This helps to promote their physical development well.

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The provision is good

Children develop strong bonds with the childminder. This helps them to feel safe and secure in her care. For example, children settle in swiftly. Parents report that their children smile excitedly when they arrive at the childminder's home and they are 'chatty' and 'bubbly' at home time. This demonstrates that children are happy learners.

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The provision is good

Children behave well. For example, they speak respectfully to others, saying 'thank you' and 'excuse me'. They learn to make choices in their play, such as when they decide which song they would like to sing. Children listen carefully and respond positively to the childminder's instructions. They benefit from consistent praise and encouragement. This helps to promote their self-esteem.

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The provision is good

Overall, the childminder has high expectations for all children, including those who speak English as an additional language.

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need to do better?

n The childminder has a positive attitude to improving her own practice. She evaluates her environment on a daily basis. For example, she observes children's engagement in new activities, such as when they make shapes with lolly sticks. Where children demonstrate less interest, she introduces different resources, such as solid shapes, to capture their attention. Children then enjoy making shapes and building towers. This helps the childminder to support their developing understanding of shape, space and measure. n Children learn how to keep themselves safe in the childminder's home. This is demonstrated when they put on their hats and learn why they should apply sun cream in warm weather. The childminder encourages children to manage their own self-care in preparation for their eventual move to pre-school. For example, children concentrate and keep trying when they learn to put on their shoes. n Overall, the childminder implements children's curriculum well. However, on rare

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need to do better?

occasions, she does not fully consider the sequence of skills she can teach in order to challenge children further in their learning. For instance, when children make a musical shaker, the childminder focuses on the end product. At times, she provides too much support. She does not capture opportunities effectively to

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need to do better?

28 May 2021 teach children how to learn to use tools, such as scissors, to cut tape. The childminder does not fully consider how to help children to test out their ideas and solve problems, such as deciding how to get materials that will make sounds inside the shaker bottle. This impacts on the development of children's knowledge and skills. n The childminder develops strong partnerships with parents from the outset. For instance, she finds out about children's likes, dislikes and routines. She then considers these when planning for individual children. The childminder works with parents to support children's needs well. For example, she provides positive opportunities for children to try an increasing variety of foods at mealtimes. Children then go on to eat new foods at home. This helps to promote healthy eating choices. n The childminder has high expectations for children's behaviour. She helps children to learn how to manage their behaviour choices, such as when they find

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need to do better?

moving between routines challenging. She considers how to help children to recognise and name their own feelings, such as when they are sad. This helps children to begin to recognise when they may need help. n On the whole, the childminder supports children's developing language well. She has a secure understanding of the local learning support services available to help children, such as speech and language specialists. Overall, the childminder recognises when children could benefit from such support. However, she does not always promptly engage with these services.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong understanding of child protection issues and of her safeguarding responsibilities. She knows who to contact should she have a concern about children's welfare. She is familiar with local safeguarding procedures for dealing with allegations against herself or a member of her household. The childminder understands the signs and symptoms that may indicate that children are at risk of harm, including from radical and extreme views. She has secure procedures in place for managing accidents, including administering first aid and reporting accidents to parents.

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should:

n improve the planning of children's learning and focus on the sequence of skills they need to develop over time n seek advice from professionals swiftly to help to support children in their learning.

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Setting details

Unique reference number EY560466 Local authority Buckinghamshire Inspection number 10190492 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 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in Aylesbury, Buckinghamshire. The childminder offers care all year round. She operates Monday to Thursday from 8am to 5.30pm and Friday from 8am to 5pm. The childminder accepts funding for the free provision of education for children aged three and four years. She holds an appropriate qualification.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector talked to the childminder about how she organises the curriculum for children. 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 children during the inspection. She considered the views of parents on the day of the inspection.

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Inspection activities

28 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

28 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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