Nicholas Christian Buhler

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 demonstrate consistently positive attitudes to their learning. They cooperate with each other and keep trying as they assemble materials to make routes for their toy cars. Children are well behaved. They follow the positive role model the childminder provides, using good manners when interacting with others.

p.2

The provision is good

Children benefit from a range of stimulating activities which the childminder plans for them. For instance, the childminder focuses on developing children's physical skills, which are lacking to due to the COVID-19 (coronavirus) pandemic restrictions. Children learn how to use their arms to throw the ball and learn where to place their hands to catch it. They enjoy challenges such as tracking the ball and returning it with a header.

p.2

The provision is good

All children develop strong bonds with the childminder. He is attentive to their needs. For example, he recognises when he can support them to wash their hands and monitors when they are ready for their sleep.

p.2

The provision is good

Children are safe and happy. They enjoy their routine responsibilities, such as learning to set the table and using food preparation tools safely to prepare meals, such as stir-fry for tea.

p.2

The provision is good

Children develop the skills and knowledge they need to prepare them for the next stage of their education.

p.2

need to do better?

n The childminder has a secure understanding of his key children's experiences. He uses this, alongside his observations and information from parents, to plan children's next steps in learning. For example, following significant periods at home, the childminder recognises that some children need support to learn how to build relationships. He plans a range of opportunities for them to enjoy spending time with their peers, such as outings to the local woodlands and team activities. This is helping children to begin to form friendships with others. n The childminder works effectively with his co-childminder to develop the outdoors and enable children to learn about nature around them. For example, children enjoy learning about bees which visit the 'bee house'. The childminder considers what he wants children to learn and displays bee fact sheets next to the 'bee house'. This helps to ensure that his teaching is precise and children

p.2

need to do better?

develop their knowledge. n Overall, the childminder supports children's personal needs effectively. For example, he ensures that he is familiar with children's dietary requirements. He prepares nutritious meals that meet all children's needs. Parents report that they

p.2

need to do better?

22 September 2021 really like the variety of foods provided on the menu. n On occasion, the childminder does not fully consider how to teach children to manage their own self-care routines. For instance, he does not recognise opportunities when he can teach children to learn new skills, such as wiping their nose. This does not promote their good health effectively. n The childminder has a positive attitude to further improving his practice. For instance, he reads childminding publications and networks with others to share ideas. He and his co-childminder evaluate each other's practice. They give feedback and make the necessary improvements. n The childminder plans activities which he intends to enable him to develop children's problem-solving skills. At times, these are not as effective as they could be. For example, children join different-sized tubes together to make ramps for their cars. The childminder encourages them to consider how to

p.2

need to do better?

balance the tubes to create a slope. Children experiment using blocks to prop up their tubes. However, the childminder leads their learning and decides when children have an appropriate angle for their slope, rather than letting them decide for themselves. This is not fully effective in encouraging children to test out their own ideas. n The childminder has high expectations for children's behaviour. He provides plenty of praise and encouragement, which helps children to learn when they are doing the right thing.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of his child protection responsibilities. He is able to talk about risks to children, including those relating to radical and extreme behaviours. The childminder is aware of local safeguarding partnership procedures. He knows what to do should he have a concern about children's welfare or in the event of an allegation. The childminder follows appropriate procedures to keep children safe in the environment. For example, he risk assesses the environment each day, removes fallen branches and ensures that the outdoor space is safe and ready to use.

p.3

should:

n strengthen opportunities for children to develop their resilience, make decisions and solve problems in their learning n review practice and strengthen opportunities for children to develop their self- care skills.

p.3

Setting details

Unique reference number EY559758 Local authority Buckinghamshire Inspection number 10190411 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 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Amersham, Buckinghamshire. He operates for most of the year from 8am to 6pm, Monday to Thursday. The childminder holds an appropriate childcare qualification. He provides funded early education for two-, three- and four-year-old children. The childminder works with another registered childminder.

p.4

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 childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how he ensures that they are safe and suitable. n The inspector spoke to children to find out about their time at the setting. n The inspector carried out a joint evaluation of an activity with the childminder and they discussed their findings. n The inspector observed the quality of teaching and children's learning.

p.4

Inspection activities

22 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.

p.4

Inspection activities

22 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.

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