Walker, Claire Hazel

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

p.1

The provision is good

Children are happy and relaxed in the childminder's home. They are confident to make choices about what they would like to do. For example, children ask the childminder if they can play in the garden. Once outside, they choose from the resources and activities on offer.

p.2

The provision is good

Children behave appropriately for their age. They are polite when talking to visitors. They play cooperatively. For example, children share chalks and work together to draw pictures outside. They talk to each other about what they are doing and work as a team. When there are occasional disagreements, children receive prompt and calm reminders from the childminder. This helps children learn about acceptable behaviour.

p.2

The provision is good

Children benefit from teaching that is helping them remember lots of things they have been taught. As a result, they are gaining lots of useful knowledge in preparation for the next stage in their learning, including starting school. For example, children remember the stories and books they have been reading with the childminder. They confidently retell the stories, remembering the sequence in which things happened.

p.2

need to do better?

n The childminder plans well for children's learning overall. For example, when planning a topic of minibeasts she identifies what she wants children to learn about these creatures' names, features and habitats. The enables her to focus her teaching and evaluate learning effectively. n The childminder ensures children's learning is accurate. She gently corrects any misconceptions children have. For example, she explains to children the differences between moths and butterflies. n Overall, the childminder supports children's developing language skills effectively. She models clear language and engages in lots of conversations with children. Sometimes, she misses signs from quieter children that they have something they would like to say. This means these children do not always get as many opportunities to express their ideas as they could. n The childminder provides children who speak English as an additional language

p.2

need to do better?

with opportunities to hear and use their home language. For example, children listen to familiar stories read in both English and other languages they hear at home. This helps children feel valued and included. It also supports their overall language development well. n Children develop good levels of independence. They confidently find and put on their own shoes and find their drinks when thirsty. This means they are developing useful self-help skills in preparation for future moves to nursery or

p.2

need to do better?

28 April 2022 school. n Although, overall, the childminder plans well for children's learning, she is less confident about how to sequence children's mathematical development. She does not make the best use of opportunities to support children in this aspect of their learning. n Children demonstrate a positive attitude to their learning. They are keen to learn and try out their own ideas. This was illustrated when children worked together to pour and collect water through a complex structure of pipes. They tried out different ideas and kept trying until they completed their self-chosen challenge. n Children are learning well to enjoy an active lifestyle. They relish opportunities to be outside in the fresh air. They move around energetically and enthusiastically. n Partnerships with parents are strong. Parents speak highly of the childminder and the care she provides for their children. The childminder supports parents to

p.2

need to do better?

further support children's learning at home. For example, she helps parents understand how to build the muscle strength and coordination children will need for later writing.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her safeguarding knowledge up to date. She is able to recognise the signs that could indicate a child is at risk of harm. She understands how to share any such concerns, to keep children safe. She has an accurate understanding of wider safeguarding concerns, such as the risks to children of being exposed to extreme views or ideologies. She supervises children closely. She provides a suitably safe and secure environment in which to care for children.

p.3

should:

n ensure all children, including quieter, less confident children, have ample opportunities to contribute to conversations and share their thoughts and ideas n develop a deeper knowledge of how to plan and deliver an effective mathematics curriculum.

p.3

Setting details

Unique reference number EY372577 Local authority Buckinghamshire Inspection number 10228458 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 6 Date of previous inspection 9 September 2016

p.4

Information about this early years setting

The childminder registered in 2007. She lives in Aylesbury, Buckinghamshire. She offers care all day, Monday to Friday, throughout the year. The childminder receives funding to provide free early education to children aged three and fours years.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. 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.

p.4

Inspection activities

28 April 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.

p.4

Inspection activities

28 April 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.

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