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 Not applicable

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The provision is good

Children are settled and happy. They build warm bonds with the childminder. This helps children to explore and play with confidence. They show that they enjoy the childminder's company very much. Children climb onto her lap and snuggle in as they draw pictures together. They laugh as they chase bubbles in the garden.

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The provision is good

Children find the resources appealing. The childminder knows about their likes and interests. She organises the learning environment to encourage children to follow their interests and learn more about things that fascinate them. Children are proud to share all the things they have learned about their favourite topics. This builds their self-esteem and helps them to develop a positive view of learning. For example, children confidently explain all the things they know about different dinosaurs.

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The provision is good

Children benefit from a curriculum with a strong focus on supporting their communication and language skills. This means they are able to access other aspects of the curriculum well too. For example, children have the language to explain what they are doing as they count and sort items, and to describe what they are drawing. Children make good overall progress and gain many useful skills for the next stage of their learning.

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need to do better?

n The childminder successfully helps children to become confident communicators. Children enjoy listening to favourite songs and stories. The childminder models clear language well and understands the importance of giving children time to think and contribute to conversations. As a result, children gain the language skills they need to express their needs, thoughts and ideas. n The childminder is especially effective in her teaching of mathematics. She clearly identifies the most important skills children need to become confident mathematicians. Children learn to recite, count and describe shapes and measures. They are confident to solve mathematical problems. This was illustrated when children moved toy ducks around, carefully counting as they did so, and exploring 'one more than' and 'one less than'. n Children remember what they have been taught. For example, they remember how to handle books and that information can be found in the words and

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need to do better?

pictures. On the day of the inspection, children carefully matched toy dinosaurs to pictures in books and asked the inspector to read the words underneath. They reminded the inspector to turn one page at a time. n Children behave well. They are polite and have good manners. Children speak politely to visitors and the childminder. They listen to requests and cooperate well with routines.

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need to do better?

7 March 2022 n The childminder's gentle encouragement and warm praise encourages children to use resources they are not naturally drawn towards. For example, to encourage reluctant mark makers to pick up pencils, the childminder says she is going to draw a picture and asks if they would like to see what she is doing. Children watch for a while and then join in. They beam with pride at what they achieve and are excited to take their pictures home. n The childminder is attentive and nurturing. She shows great care for the children she looks after. However, the childminder does not always have high enough expectations for what children could begin to do for themselves. For example, rather than teaching children how to wash their hands and put on their shoes, she does this for them. As a result, the childminder is missing opportunities to fully encourage children's developing independence. n Children are prepared well for life in the diverse society in which they live. They

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need to do better?

learn about the similarities and differences between themselves and others. For example, they celebrate days that are special to them and learn about different celebrations that are special to other people. n The childminder knows that some children also attend nurseries on days they are not with her. However, she has not yet reached out to staff at these settings, to develop a two-way flow of information that further supports children's learning. n Parents value the childminder very much. They report that their children love spending time with her and tell them all about the fun things they do. Parents feel that their children are treated as individuals.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder undertakes regular training to keep her safeguarding knowledge up to date. She can recognise the signs that might indicate a child is at risk of harm or neglect. The childminder has an accurate understanding of how to report any such concerns to the relevant agencies, to keep children safe. The childminder has a good understanding of wider safeguarding issues, such as the risks to children and others of being exposed to radical views or ideologies.

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should:

n support children to complete more age-appropriate tasks for themselves and to become more independent in meeting their own care needs n build professional partnerships with staff at other settings children also attend, to gain a more complete picture of children's learning needs and progress.

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Setting details

Unique reference number 2521702 Local authority Buckinghamshire Inspection number 10208088 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 Not applicable

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Information about this early years setting

The childminder registered in 2019 and is based in Aylesbury, Buckinghamshire. She operates from 7.30am until 6pm Monday to Thursday, all year round. The childminder holds qualified teacher status.

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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 that into account in their evaluation of the setting. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children, and evaluated the quality of education being provided. n Parents and children shared their views and the inspector took these into account. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 March 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

7 March 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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