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 thoroughly enjoy their time with the childminder, who is very calm, caring and nurturing. They form close relationships with the childminder and each other. Children begin to understand the rules and expectations of the setting. They learn how to manage their behaviour with the childminder's positive support and guidance. When small disagreements arise, the childminder handles these with sensitivity. This helps children learn how to share and show care and concern for one another. The childminder asks parents to provide children's comforters to support their emotional well-being. Children respond positively to praise and encouragement, which helps to boost their confidence and self-esteem.

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The provision is good

Children learn that everybody is unique. They talk affectionately about friends and family and gain a good sense of belonging. Children make good progress in their physical development. For example, they ride tricycles, climb and slide on play equipment. Children have good opportunities to learn about the world they live in. For example, they are highly involved in a bug hunt and closely observe their features, such as dragonfly wings. Children build on their imaginative and creative skills. They enjoy various art and craft activities and use their imagination well as they build houses for dinosaurs.

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need to do better?

n The childminder has a clear vision of what she wants children to know and do before they move on to school. She plans a broad curriculum, based on the children's interests. There is a good balance of adult and child-led activities. Children are keen and motivated to learn. n Children make good progress from their starting points and gain knowledge and skills for the next stage in their education. The childminder closely monitors children's progress and, if necessary, provides activities to help children catch-up in their learning. n The childminder keeps up to date with the latest government COVID-19 (coronavirus) guidelines. She makes changes to her practice, to support everyone's ongoing good health. For example, she reviews her hygiene and cleaning routine, and requests that parents drop their child at the front door while maintaining friendly relationships. The childminder teaches children the importance of good hygiene practices and encourages their independence. For

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need to do better?

instance, they wash their hands before eating and put on their shoes to play outdoors. n The childminder makes the most of opportunities to blend maths throughout her curriculum. For example, children recognise colours and shapes, learn to count, and talk about size. As they build towers, the childminder extends their learning by explaining that they need to build a broad base with bricks to balance bricks

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need to do better?

3 August 2021 higher and to make their tower strong. n The childminder establishes good working relationships with parents. They particularly notice and appreciate the good progress their children make. The childminder keeps them up to date about their child's progress and shares information about their activities. She offers ideas to support home learning, although, she does not always tailor these to the individual child's learning needs. n The dedicated childminder is committed to her ongoing professional development. She builds on her current knowledge and skills. For example, she works with other childminders and refers to Ofsted website, as well as other online resources. She identifies areas for further development and attends courses, such as for the provision of outdoor play and early writing. n Overall, the childminder successfully supports children's communication and language. Although, through her eager questioning, she does not always give

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need to do better?

them time to think through their response. Children are motivated to read stories and they look closely at the pictures and talk about what they see. n The childminder sets out toys and resources based on the children's interest, so they are enticed to explore. Children are keen and active learners.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder places a strong emphasis on children's safety and security. She attends regular safeguarding training and fully understands how to identify the signs that a child's welfare may be at risk. The childminder is fully aware of local safeguarding procedures. She knows the steps to take if she has a concern about a child and if there is an allegation against her. The childminder risk assesses the environments used by the children and this helps them to feel safe and secure in her care.

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should:

n focus more precisely on allowing children time to think through their responses to questions, to further develop their good communication and language skills n build on the existing positive partnerships with parents, to fully complement and extend children's individual learning at home.

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Setting details

Unique reference number 2518264 Local authority Buckinghamshire Inspection number 10203320 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 5 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Buckingham. She operates all year round from 7am to 6pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder receives funding for the provision of early education for children aged three years.

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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 setting and has taken that into account in her evaluation of the setting. n The childminder and inspector completed a learning walk to identify how the childminder plans and implements her curriculum. n During the inspection, the inspector spoke to and interacted with the children. The inspector took account of the views of parents through written feedback. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this had on children's learning. n The childminder showed the inspector policies and documents, including safeguarding policies and evidence of the suitability of household members.

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Inspection activities

3 August 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

3 August 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

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

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