Leite, Lauren

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are safe and extremely content in the childminder's home-from-home setting. The childminder knows how to help children to feel secure, support their emotional well-being and self-worth exceptionally well. While looking through the homemade 'family books', babies and children show how much they appreciate what she knows about their extended families. As a result, they rapidly settle into her care.

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The provision is good

Children benefit from the childminder's strong aspirations to develop their communication and language skills. They have regular opportunities to listen to stories and sing songs and rhymes. Older children are encouraged to learn new vocabulary. Younger children make sounds in their play, which supports their early speaking skills effectively.

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The provision is good

Children develop their independence well through consistently clear routines and systems. For instance, at snack time, children wash their own hands while the childminder sings songs about the importance of this routine. Children go to the table and with supervision they climb into their booster chair. Children behave well and follow the childminder's instructions, such as tidying up resources when requested. The childminder constantly reminds children about the importance of healthy eating. She takes them on exciting new experiences, such as fruit picking and grows vegetables in her garden to encourage children to try an even wider selection of healthy snacks.

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need to do better?

n The curriculum is well sequenced and offers a range of learning opportunities for all ages and stages of development. The childminder makes good use of the children's interests to engage them in their play. n The childminder has a good understanding of the aims of her setting. She knows what experiences she wants to offer children. For example, she plans a flexible environment where children can lead their own play and knows when to carefully intervene to help to extend their knowledge. n Partnerships with parents are strong. The childminder regularly reports on children's progress and how they can support children's learning at home. Parents are very positive about the care that the childminder provides. They write that they feel well informed about their children's learning. n The childminder carries out a lot of written planning, observations and assessments on each child's development. She understands that she does not

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need to do better?

need to keep extensive written records in order to have an accurate understanding children's development. However, there are still opportunities to reduce her paperwork load further.

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need to do better?

28 September 2021 n The childminder knows children very well. She meticulously observes their learning and identifies next steps for them. However, there are times when children are not given the time they might need to think critically, and problem solve without her intervention. n The childminder plans fun experiences around stories that the children enjoy. She provides related props, such as stick puppets, bowls, and porridge oats to extend their play and understanding about the story of Goldilocks and the Three Bears. Children instantly link the props to the story, remembering key sentences from the book, such as 'who's been eating my porridge?' and change their tones of voices to re-enact the parts of the story. n Children develop an awareness of size and counting as they develop their mathematical skills. For instance, stating 'this is the baby's bowl as it is smaller' and counting up to 10 in play, such as counting conkers while rolling them down

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need to do better?

drainpipes. n Babies and children have good opportunities to develop their physical skills. For instance, they enjoy jumping and dancing to music and riding on scooters. The childminder provides plenty of opportunities to extend the space available, making good use of the area behind her back garden and the nearby park. The childminder encourages children to exercise their hands and fingers while playing with malleable materials, such as play dough. n The childminder is very aware that every child arrives with their own set of unique experiences. She makes excellent use of her knowledge of children's family backgrounds and the experiences they have already had, to plan a rich set of experiences that strengthen what the childminder has to offer. n The childminder is highly aware of the impact that COVID-19 (coronavirus) may have had on children's opportunities to explore their community and develop their personal development. She goes above and beyond her role to develop

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need to do better?

children's characters and enhance their awareness of the world around them even further. For instance, children regularly walk past a place of worship and have the chance to go inside and take a look around the building to develop their understanding around other's religions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of child protection and knows how to keep children safe. She is aware of who to contact if she has concerns about a child's welfare. The childminder attends regular safeguarding training and stays up to date with legislation. The childminder has thoroughly risk assessed her home and outdoors to minimise any hazards for children. The childminder teaches children about the importance of safety. For example, they learn how to carefully climb up and down the large step in her garden and how to carefully sit on low chairs inside. The childminder has a range of hygiene measures in place to ensure the health and safety of children attending.

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should:

n give children the time they need to work things out for themselves and process their own thoughts to develop their problem-solving skills further n review and reflect on paperwork load, such as any written planning, observations and assessments of children's learning to reduce paper workload.

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Setting details

Unique reference number EY554483 Local authority Buckinghamshire Inspection number 10174764 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 4 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in Loudwater, High Wycombe. The childminder cares for children from Monday to Thursday between 7.30am to 5pm, all year round. She has an early years qualification at level 4.

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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 childminder and has taken that into account in her evaluation of the setting. n The childminder and the inspector had a learning walk of the areas used by the children and discussed the setting's aims. n The inspector observed interactions between the childminder and the children and reviewed the impact on the children. n The childminder discussed children's progress and next steps with the inspector. n Parents' written views were taken account of by the inspector. n The inspector sampled documentation, including evidence of suitability and children's records.

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Inspection activities

28 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

28 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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