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 Requires improvement

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The provision is good

Children enjoy the wide range of activities and resources on offer which meet their individual needs and interests. As a result, they are very keen to play and explore. They spend appropriate amounts of time, in keeping with their age, engaged in purposeful play. Young children are starting to recognise colours as they pick up different crayons and compare them to the colours of their favourite Teletubby toys. Babies have good opportunities to develop their growing physical skills, for example when they stand up for short periods to move wooden vehicles along a train track. Children make marks using a range of movements with paint, chunky chalk, and crayons. They show pleasure as they dress up as police officers and play with the ride-on vehicles in the garden.

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The provision is good

The childminder has high expectations for all children in her care. She recognises the impact that the COVID-19 (coronavirus) pandemic has had on young children. For example, she knows that they have had fewer opportunities to socialise with others during the periods of national lockdowns. The childminder has gone to great lengths to tailor her settling-in process to meet the unique needs of children and their families. She places a strong focus on supporting children's emotional well- being. Consequently, children are extremely happy and secure in her care. Young children demonstrate they feel safe and are highly confident to explore independently. This is significant given their starting points. This helps to prepare young children for successful future learning.

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need to do better?

n The childminder is passionate about helping children to make good progress. She promptly recognises when children are at risk of falling behind their peers and takes swift action to address this. The childminder recognises the impact that the COVID-19 pandemic has had on children's speech development. She provides advice to parents, including useful information packs to help them support their child at home. The childminder supports parents through the process to follow if she feels they will benefit from support from other professionals. This allows children to receive focused support when it is most needed. Parents are full of praise for the childminder's support and report that this has been invaluable. n The childminder knows children very well and has clear intentions for their learning. However, on occasions, she does not ensure that all children benefit equally from her interactions. For example, when she supports children to chop

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need to do better?

their banana at snack time, they do not all have the same opportunity to try this for themselves. n The childminder provides a language-rich environment. She talks to children constantly as they play, providing narrative, modelling language, and introducing

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need to do better?

2 September 2021 new vocabulary. This helps to support young children well with their speech development. For example, as young children run wooden trains over a bridge, she tells them, 'train going up' and, 'train going down'. She reads books with them and asks them to name the animals she points out on the pages. However, on a small number of occasions, she does not give children sufficient time to process what she is asking before naming the animals herself. n Children develop a good understanding about the world around them. The childminder provides dressing-up clothes which reflect wider cultural backgrounds. Children also gain a deeper understanding of different cultures as they celebrate a variety of festivals. They enjoy visits to local parks, where they can watch the trains go past and feed ducks. They delightedly point out the squirrels who live in the trees in the garden. n The childminder provides very good support for children to develop their

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need to do better?

independence. For example, children show perseverance as they try to put their shoes on. The childminder praises them readily for knowing which shoe goes on which foot. She guides them as to what they need to do before stepping in, breaking the process down into short manageable steps. n Babies are beginning to understand expectations for their behaviour. For example, the childminder reminds them not to throw toys when they become over-excited. She teaches them that they could hurt their friends, which helps them to learn why some behaviours are not acceptable. As a result, they behave very well. n The childminder has undertaken a lot of training since the last inspection. She is highly reflective of her own practice and seeks regular feedback and views from parents. The childminder engages readily with other early years professionals to support her practice. She has clear ongoing plans for professional development.

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need to do better?

For example, she is keen to source training to further enhance the already positive provision for children's speech and language development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder clearly understands her responsibilities to keep children safe. She confidently demonstrates that she knows the signs which may indicate a child is at risk of harm. The childminder is fully aware of the reporting procedures should she have a concern about a child's welfare. This includes what she should do if an allegation is made against herself or another adult in the household. The childminder makes sure that her assistants have a sound knowledge of safeguarding matters. She provides them with prompt cards to refer to so that they are clear about the procedures they must follow, and who to report concerns to. The childminder provides a clean, safe, and secure environment for children.

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should:

2 September 2021 n enhance the quality of interactions with children to ensure that all children consistently benefit from intended learning during activities n allow children more time to process their thoughts and respond to questions during interactions with them to further support their speech development.

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Setting details

Unique reference number 147857 Local authority Buckinghamshire Inspection number 10145811 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 12 Number of children on roll 5 Date of previous inspection 4 February 2020

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Information about this early years setting

The childminder registered in 1984. She lives in Aylesbury, Buckinghamshire. The childminder accepts funding for the provision of free education for children aged two, three and four years. She operates Tuesday to Thursday, from 7.30am to 4.30pm, throughout most of the year. The childminder works regularly with one assistant and occasionally with a second assistant.

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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 provider and has taken that into account in their evaluation of the childminder. n The inspector observed the childminders interactions with children during activities and assessed the impact this has on children's learning. n Parents provided written feedback of their views of the quality of care and education provided to children which the inspector took account of. n The inspector spoke to the childminder during the inspection to find out about how she organises the environment to support children's ongoing development. n A range of documentation was sampled, including certificates of paediatric first- aid training, records of medication administered and evidence of training undertaken since the last inspection.

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Inspection activities

2 September 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

2 September 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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