O`Brien, Donna

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 benefit from the childminder's sensitive and supportive interactions. These help them to learn how to show respect to others. Children negotiate plans for their play effectively. They demonstrate this when they create new games with their friends. Children smile as they play together following the rules for their new game.

p.2

The provision is good

The childminder wants all children to achieve well. She clearly identifies what children need to learn next. She then plans a range of challenging learning experiences. Children respond positively. For example, they persevere when practising new skills, such as threading laces through different shaped buttons. This helps to support their physical development.

p.2

The provision is good

Overall, children develop good language and communication skills. They enjoy snuggling up to the childminder and listen attentively to stories. Children play imaginatively with their favourite toys. They weave storylines into their play, using expressive voices, as they pretend to be a train driver removing a blockage from the track. Children delight in playing in water. They play with toy animals, imitating their noises and movements as they splash in and out of the water.

p.2

The provision is good

Children learn how to keep themselves safe. They learn to wipe and remove their wet shoes to avoid slipping and recognise the need to wear shoes to protect their feet.

p.2

need to do better?

n The childminder helps children to understand how they can lead a healthy lifestyle. For instance, children identify which foods in their meal represent one of their 'five a day'. The childminder explains the benefits of eating fruit and vegetables. Children enjoy opportunities to explore the outdoors. They practise skills such as balancing, as they move along planks in different ways. n Children behave very well. The childminder promotes opportunities for them to learn about right and wrong. She demonstrates this when she sensitively supports children to wait for their turn to play with toys. The childminder helps children to recognise feelings, such as proud. She tells children how proud she is that they resolve problems themselves. n The childminder recognises children's interests. She uses these to encourage children to join in with challenging activities. For instance, the childminder knows that children like trains. She creates train related mark making activities. She

p.2

need to do better?

demonstrates how to grip and control a pencil. Children are eager to join in. They concentrate intently, drawing lines and shapes. This helps to develop their small-hand muscles effectively.

p.2

need to do better?

17 June 2021 n On the whole, the childminder supports children's developing vocabulary well. For instance, as children play in the water they learn the names of unusual animals, such as squid and orca. Children copy these words as they play. However, the childminder does not fully consider how she can promote other languages children speak in their play. n The childminder observes children closely, reflecting on how they learn. This helps her to improve the curriculum. For example, she recognises when children repeatedly connect toys in their play. She researches these characteristics of learning, finding resources to support them. Children line up their toys along planks and intently connect and disconnect magnetic objects. This enhances the curriculum well. n The childminder develops supportive relationships with parents. For example, during the COVID-19 (coronavirus) pandemic, she gave parents guidance to help

p.2

need to do better?

them with potty training. Parents report that this was extremely helpful. However, on occasions, such as when families require an immediate start, the childminder's communication with parents is less successful. For instance, she does not consider the information she needs to gather from parents and what she needs to tell them to ensure her expectations are clear. This does not help to support children when they first start and leads to some inconsistencies in approach for new children. n The childminder has high expectations of herself. She has a clear vision for her provision. She manages her own workload well to achieve this. This helps her to maintain her work-life balance and has a positive impact on her well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibilities to keep children safe. She has robust risk assessments in place to help her make sure that her premises is safe and ready for children each day. She considers the risks associated with the family pet and minimises these well. The childminder has a good understanding of the signs and symptoms of abuse, which may indicate that children are at risk of harm. She knows the procedures to follow should she have a concern about children's welfare. The childminder has an awareness of wider safeguarding issues in her local area.

p.3

should:

n develop procedures for information sharing before children begin attending and help to improve transition arrangements n strengthen opportunities for children to use other languages that they speak, in their play.

p.3

Setting details

Unique reference number EY560157 Local authority Buckinghamshire Inspection number 10191308 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. She lives in Aylesbury, Buckinghamshire. The childminder offers care Monday to Friday, 7.30am until 6pm, for most of the year. The childminder holds an appropriate childcare qualification equivalent to level 3.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID19 (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 had a tour of the parts of the childminder's home that children use. n The childminder and inspector talked about how she organises children's learning experiences. n The inspector observed the childminder's quality of teaching, and both jointly evaluated the effectiveness of the childminder's interactions with children. n The inspector spoke to parents on the day of the inspection and considered their views.

p.4

Inspection activities

17 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

17 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

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