Childminder in Buckinghamshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children's emotional security and well-being is at the heart of the childminder's setting. Children benefit from daily routines, which help them to develop the emotional security they need for their future learning. Babies develop strong bonds with the childminder, who responds to their emerging needs with kindness and respect. Children feel immensely secure in her warm and nurturing care. They move freely around the highly stimulating indoor and outdoor area, happily making decisions about what they want to do and play with. Children are friendly and are extremely well behaved. They show confidence around visitors and are happy to show them their favourite toys.

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The provision is good

Children's current interests are met very well. Children benefit from the childminder's high expectations of what they can achieve, learn and do and provides wonderful resources to spark their imagination. For example, during a recent visit to the zoo the children showed great interest in the sand play area. This was introduced in the setting to complement the learning further. Children play with small pots and spoons to develop their understanding of mathematics, using language, such as 'under, over' and 'on top of.' Children are very well prepared for the next stages in their learning.

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The provision is good

Children have a strong sense of belonging. For example, throughout the COVID-19 pandemic, the childminder remained open for key working parents and communicated extremely well with them and other parents. The childminder discussed children's experiences at home and provided them with resources, such as home-made dough and story sacks.

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need to do better?

n The childminder knows the children well and has an effective system in place to monitor their learning and development. She uses observation and works closely with parents to identify appropriate next steps in learning. Children make good progress. Parents are highly complimentary of the childminder and her co- childminder and state they are very happy with the care and education that they provide. n Children are very well behaved and are respectful of each other and the adults. The childminder and her co-childminder are excellent role models. They teach children about manners, such as please and thank you, and consistently remind the children of the boundaries. Children also remind each other about boundaries, such as not throwing the sand. Children begin to recognise risks and learn about keeping themselves safe. Children listen, respond to instructions and are respectful and polite. n The childminder has considered the impact of COVID-19 (coronavirus) on

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need to do better?

14 October 2021 children's social experiences. She plans her curriculum carefully to include outings into the community and other places of interest, such as the woods, zoo and a local wildlife rescue centre. In addition, the childminder takes the children to local toddler groups to meet and play with other children. This helps to develop their confidence and social skills and learn about those who may be different to them. n The childminder uses stories well to develop children's vocabulary. Children of all ages take part in planned story and singing times. Children predict what is going to happen next and learn to link letters to the sounds they represent. However, at times, the childminder does not fully encourage the quieter children to participate, to help them make progress and further develop their imagination and concentration. n Children are encouraged to be extremely independent. For example, older

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need to do better?

children use the potty and wash and dry their hands without prompting by the childminder. The childminder works very closely with parents to support children's development, such as potty training and speech. She is proactive in working in partnership with other settings children attend, to ensure a consistent approach to supporting children's development. n The childminder encourages children to follow a healthy lifestyle. Children discuss they have a choice of water or milk at lunch time and that milk is good for them. The childminder provides children with nutritious meals, snacks and drinks. The childminder makes sure that she caters for children's different dietary needs. Children have daily opportunities to be outdoors in the fresh air and develop their physical skills. The childminder reminds children to put on their coats as it is cold outside and to keep moving to keep warm. n The childminder is ambitious and regularly reflects on the quality of the

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need to do better?

provision. She extends her knowledge and refreshes her ideas by attending training. At present, she and her co-childminder are developing the natural resources and enabling children to be even more independent as they explore and investigate. Children concentrate for long periods of time and persevere to complete tasks. For example, they are determined to put on their own wellingtons and shoes for outdoor play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her roles and responsibilities to keep children safe. She attends regular child protection training and fully understands how to identify signs and symptoms that may indicate a child's welfare is at risk. The childminder is aware of how to recognise signs that children or adults may be led into having extreme views. She knows the procedures to follow if she has a concern about a child in her care. The childminder's setting is clean and well maintained, and she takes care to ensure her home is safe and outings are assessed for suitability. She and her co-childminder supervise children closely at all times.

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should:

n help quieter children to further develop their concentration and deeply engage in group activities.

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Setting details

Unique reference number EY468619 Local authority Buckinghamshire Inspection number 10209914 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 10 Date of previous inspection 11 September 2017

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Information about this early years setting

The childminder registered in 2013. She provides childminding from a log cabin at the bottom of the garden. She works with a co-childminder and operates from 7.30am until 5.30pm, Monday to Thursday, all year round except for bank holidays and family holidays. The childminder and her co-childminder hold a recognised childcare qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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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 childminder and has taken this into account in her evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss activities and intentions for children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector took account of the views of parents through written documentation. n The inspector looked at the required documentation, including evidence of the suitability of family members and the co-childminder.

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Inspection activities

14 October 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

14 October 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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