Jose, Sofia

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 are very happy and have fun. They laugh with excitement as they listen and join in with stories and play with their friends. Children have a can-do attitude and persevere. They concentrate when carrying out activities and take pride in their achievements when they complete a task, making comments such as 'I did it!' when rolling and pushing dough into moulds.

p.2

The provision is good

Children behave well and form positive relationships with the childminder. The childminder offers specifically tailored settling-in programmes to enable children and families to develop their confidence. The childminder is calm, caring and consistent in her approach. She gives children gentle reminders and lots of praise. This promotes their emotional well-being effectively.

p.2

The provision is good

The childminder plans a wide range of exciting experiences that follow the children's interests. Children are making good progress and develop the skills they need for their next stage in learning. The childminder promotes children's early mathematics appropriate to the children's individual stage of development. For example, children learn about more and less, full and empty, and they comment that there is 'too much' of the dough mixture in the dough factory machine to make it work.

p.2

The provision is good

Overall, the childminder plans a wide range of exciting experiences that follow the children's interests. However, on rare occasions, her level of questioning during children's play prevents them from following their interests fully.

p.2

need to do better?

n The childminder creates a stimulating and well-planned environment to support children's good development. For example, she regularly observes children to enable her to know what they know and can do and what she wants them to learn next. Children are motivated to learn and engage in activities for long periods. They kick a ball to each other in sequence and persevere to direct the ball to the next person. n The childminder provides a home-from-home environment that children settle into quickly and with ease. Children are kind and respectful to each other and play happily together. For example, they regularly visit the 'big field' where they have opportunities to run and learn about the environment. They visit the local goat farm and learn about what the animals eat. n Children develop the skills they need for future learning. They listen attentively to stories and are beginning to recognise sounds and the letters they represent.

p.2

need to do better?

The childminder provides activities that enhance children's hand-eye coordination and small-muscle skills. For instance, children manipulate dough,

p.2

need to do better?

3 June 2021 rolling and pulling pieces to make shapes. n The childminder promotes health and well-being effectively and teaches the children about the importance of good hygiene routines. For instance, they are encouraged to wash their hands regularly and to 'catch their cough' to help prevent germs spreading. n The childminder reflects on the service she provides, to identify where she can develop this further. She exchanges ideas with parents and takes account of their views, which helps her to plan meaningful changes and improvements. n Partnerships with other professionals are effective. The childminder communicates well with early years settings and local schools. Where children attend two settings, the childminder ensures she shares valuable information about children's development to help establish continuity in their learning. n The childminder supports children's understanding of the differences and

p.2

need to do better?

similarities between themselves and others well. For example, she makes positive use of books about other cultures and provides children with resources to help them learn about festivals and celebrations. n The childminder encourages children to develop their independence by supporting them to complete age-appropriate tasks by themselves, for example tidying their toys before moving on to the next activity. However, on occasion, the childminder completes tasks that children can do for themselves, which prevents children from using the skills that they have been taught.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is able to identify signs and symptoms of abuse. She is aware of wider safeguarding concerns such as the 'Prevent' duty. She is aware of her role and responsibilities to safeguard children and knows who to contact should she have any concerns about children's safety or welfare. The childminder carries out daily risk assessments of the premises before children arrive and assesses all activities that children take part in. She frequently carries out further safety checks, such as ensuring the smoke alarms work and carrying out fire drills. This helps to keep children safe.

p.3

should:

n support children more fully to complete tasks for themselves to further develop their independence n develop questioning techniques that support children's play consistently well, to help them fully explore their own lines of interest.

p.3

Setting details

Unique reference number EY556320 Local authority Buckinghamshire Inspection number 10175151 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 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Aylesbury, Buckinghamshire. She holds a relevant childcare qualification at level 3. The childminder offers care from 7am until 5.30pm, Monday to Friday, throughout the year. She accepts funding for the provision of free education.

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 works effectively with other professionals. n The childminder took the inspector on a learning walk and discussed the activities she provides for children. n The inspector carried out a joint observation with the childminder and spoke to the children throughout the day. n A range of documentation was looked at by the inspector, including the childminder's qualifications and her self-evaluation process.

p.4

Inspection activities

3 June 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

3 June 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

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Inspection activities

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Inspection activities

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Inspection activities

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