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 show that they feel safe and secure as they confidently explore the childminder's home. They are happy when they arrive and eager to play with their favourite toys. Children communicate their opinions well, telling the childminder when they would like to play outdoors and fetching their shoes to show that they are ready. Children share their own interests. For instance, they bring in snails to show their friends. Children are curious and they find out more about snails in their learning.

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The provision is good

Children behave well. They interact with others positively and they excitedly play with their peers. They share toys and equipment with others, such as parts of the train track, which they build together. Children demonstrate positive attitudes to their learning. They challenge themselves and recognise number sequences as they kick balls and knock over numbered cones in their play.

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The provision is good

Children benefit from a well-planned curriculum and they take part in a range of stimulating activities. Children are supported effectively to make progress from their new starting points. The childminder promptly identifies these when children return from periods of not attending during the COVID-19 (coronavirus) pandemic. This meets children's needs very well.

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need to do better?

n The childminder has a good understanding of how to support children's personal and social development. For example, she identifies when younger children are affected by the COVID-19 pandemic. She liaises with parents to establish settling-in routines to support younger children, who are less used to contact beyond their family. This helps her to build secure bonds effectively with children. n The childminder knows how to promote other languages that children speak. She describes how she will learn key vocabulary and create visual resources to support routine times, such as mealtimes, for children that are new to her setting. n Parents report that they have positive partnerships with the childminder. For instance, the childminder communicates with them effectively. She shares information about children's learning and development. Parents talk to the childminder about their children's achievements at home. This helps the

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need to do better?

childminder to plan a challenging curriculum. n On the whole, the childminder supports children's self-care needs well. For example, she establishes successful routines to help children learn to use the toilet. However, the childminder does not consistently use opportunities to teach children personal skills, such as handwashing. This does not fully promote their

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need to do better?

8 July 2021 understanding of how to lead a healthy lifestyle. n The childminder prepares a range of healthy foods for children in her setting. She liaises with parents to ensure that she meets children's individual dietary requirements. The childminder fully includes children with allergies. For example, she purchases suitable alternatives for their meals and for baking activities. n Overall, the childminder plans the children's curriculum well. For example, she considers the skills that children need to learn to develop their small-muscle skills in preparation for writing. However, on occasion, the childminder does not consider how she can demonstrate new skills effectively to help children to practise them in their activities. n Children respond well to the childminder's clear expectations. They listen and follow instructions, such as when learning to safely climb up and go down the slide. The childminder provides plenty of praise and encouragement when

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need to do better?

children are successful. Children copy the childminder, clapping to celebrate their achievements, such as when they kick accurately and score a goal during football activities. n The childminder has high expectations of herself and she reflects on her own practice well. She demonstrates this by addressing areas of development, such as planning more activities to help children learn about the world around them. Children enjoy learning about how they can make shadows on the ground. They learn about how to care for plants in their environment. This supports their understanding well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibility to keep children safe. She has robust risk assessments in place to help her make sure that her premises are safe and ready for children each day. She considers the risks associated with a hot tub in her garden and minimises these effectively. 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 promotes online safety well, such as by signposting parents to appropriate resources and by teaching children about online safety within their activities.

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should:

n consistently promote opportunities for children to learn how to manage their personal hygiene and understand how to lead a healthy lifestyle n demonstrate and model the sequence of skills more effectively that children need to learn, to enable success in different aspects of the curriculum.

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Setting details

Unique reference number EY563234 Local authority Buckinghamshire Inspection number 10191323 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 10 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 during term time from Monday to Friday, from 7.30am to 6pm. She offers limited holiday care. The childminder holds qualified teacher status.

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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 talked to the childminder about how she organises the curriculum. n The childminder took the inspector on a tour of the parts of her home that children use. 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 and considered their views.

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Inspection activities

8 July 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

8 July 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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