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 Good

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The provision is good

All children enjoy their time in the childminder's nurturing, safe and home-from- home environment. They demonstrate a positive attitude to their learning. Children play for long periods of time with brightly coloured pasta and small model animals. They match colours and count how many sheep, giraffes and zebras they have. Children excitedly discover that mixing red and blue pasta together makes purple. Children have a wonderful time with the childminder as she joins in with their play. They laugh and giggle loudly as the childminder pretends pasta twist are tickling them.

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The provision is good

Children confidently make independent choices on the direction of their play and learn to share and take turns. The childminder acts as an excellent role model and sensitively helps children to manage their feelings and behaviours. As a result, their behaviour is good.

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The provision is good

Children learn to develop their independence skills, such as putting on their coats and shoes. Older children develop independence in managing their self-care needs in preparation for their eventual move to school. The childminder provides children with healthy and wholesome home-made meals and snacks. Children learn about making healthy choices and say how much they like the food the childminder provides.

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need to do better?

n Children learn about a range of mathematical concepts. For example, they count objects and build with blocks, comparing which towers are the tallest and shortest. n Children take part in enjoyable outings in the local community and learn about where they live. The childminder exposes them to a small selection of festivals that are celebrated in other countries. However, children have less opportunity to explore a range of diverse cultures and what makes them similar and different to others. n Before new children start to attend, the childminder gathers key information about them. She uses this to plan familiar care routines and ensure effective settling-in arrangements. The childminder develops positive relationships with parents and shares information with them about the progress their children make and the care they receive. For example, parents each have a personal login to the online system to access their child's photos and assessments,

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need to do better?

alongside the childminder's policies. Parents speak very highly of the childminder. They say they know their children are safe, cared for and making good progress, and are treated like a member of the family. n The childminder has a good knowledge of where children are in their learning,

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need to do better?

13 January 2022 the progress they have made and how to help them move forward. This enables her to recognise promptly if there are any gaps in their learning and implement strategies to ensure that these gaps are swiftly closed. The childminder has fully developed partnerships with the other settings that children attend. This means that they consistently work together to support children in their next stages of learning and development. She uses any information that she receives to think of ways she can meet the needs of children and plan individual activities which follow children's interests n Children enjoy listening to stories. They snuggle up close to the childminder as she reads to them. Young children remain engaged as they point at the pictures and help to turn the pages. The childminder asks children age-appropriate questions as she reads. However, she does not always make the best use of questioning to encourage children to express their thoughts and develop their

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need to do better?

communication and language skills further. For example, when giving children clues to guess what animal is in the book, she answers the question before giving children enough time to think and respond. n The childminder meets with local childminders to share ideas and stay up to date with early years information. This helps her to evaluate her provision and consider any aspects for improvement. In response to the COVID-19 pandemic, the childminder has changed some of her procedures. Parents no longer enter her home and additional hygiene procedures are in place.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough understanding of child protection procedures. She keeps up to date with current safeguarding guidance and implements effective procedures to help protect children from harm. She recognises the possible signs that a child may be at risk of exposure to extreme views and behaviour. She is confident about the action to take should she have concerns about children's welfare. The childminder carries out rigorous risk assessments in her home and when on outings. She teaches children how to keep themselves safe to ensure their physical health is secure.

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should:

n broaden children's understanding of diversity and cultures beyond their own experiences n enhance teaching further, to allow children enough time to think and respond to questions and develop their speech and language fully.

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Setting details

Unique reference number EY471595 Local authority Buckinghamshire Inspection number 10075616 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 6 Number of children on roll 9 Date of previous inspection 26 July 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Wing, near Leighton Buzzard, Bedfordshire. The childminder offers care throughout the week, including before and after school, and works for most of the year.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in her evaluation of the provision. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection. She also reviewed parents' feedback by sampling written documents. n The childminder showed the inspector around the areas of her home used by children and explained how she supports children's learning and development. The inspector and childminder jointly observed children and evaluated an activity together. n The inspector sampled relevant documentation. These included evidence of the suitability of the childminder, children's records and evidence of the childminder's professional development.

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Inspection activities

13 January 2022 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

13 January 2022 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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