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

p.1

The provision is good

Children make good progress in their development. They participate in a range of enjoyable activities that the childminder provides to help them meet their next steps in their learning. For example, children happily and confidently explore the toys available to them. They select items of interest, such as small figures, and laugh and giggle as they make sounds to accompany their imaginary play. Children benefit from the childminder's interactions with them at these times. She names the figures, such as the nurse and police officer, and children learn about how these people help us.

p.2

The provision is good

Children develop secure attachments with the childminder. They are confident and happy and benefit from the childminder's sensitive and supportive interactions. Children respond to the childminder's high expectations of them at routine times. For instance, they tidy away promptly when asked in preparation for snack time. Children behave very well and receive lots of praise and encouragement during their play.

p.2

The provision is good

Children have positive attitudes to their learning and they are well prepared for their future education. They concentrate well and respond to challenges set for them. For example, children learn about size. They carefully sort toy dinosaurs from smallest to biggest, using precise vocabulary to name them as they do this.

p.2

need to do better?

n The childminder is alert to the impact of the COVID-19 pandemic on children's social and emotional development. To support children born during the pandemic, she actively organises opportunities for children to mix with others. Children enjoy regular opportunities to meet with their peers at the park and in different environments, such as toddler groups. This is helping them to build relationships with others. n The childminder helps children to develop a love of books. For example, children are eager to read their favourite stories. The childminder engages them in conversations about the characters. Children excitedly name animals, such as 'lobsters' and 'crocodiles', in the books they read. n Children have opportunities to develop their small-muscle skills. For instance, they enjoy using 'magic' pens to make marks and shapes. The childminder sensitively helps children to learn how to hold the pen accurately. This gives

p.2

need to do better?

them the skills to apply to their future learning. n The childminder promotes children's positive behaviour very well. She provides children with lots of positive praise throughout the day. For example, she praises them when they sit and eat at the table nicely and when they wash their hands independently in preparation for snack.

p.2

need to do better?

25 May 2022 n The childminder develops positive partnerships with parents. For example, she works with parents to support children during times of transition, such as when learning to use the toilet. The childminder provides parents with suggestions of how they can support their children's learning at home, for example in relation to their developing communication. Parents say that the childminder has been 'fabulous' and 'fundamental in supporting their children's development'. n The childminder recognises that she has not been as proactive as possible in developing relationships with staff at other settings the children attend. For example, after initial unsuccessful attempts to make contact, she has not pursued this. This is not as effective as possible in promoting a consistent approach to children's care and learning across all settings they attend. n The childminder supports children's care needs well. For example, she works

p.2

need to do better?

alongside parents to meet children's dietary needs. She completes the training required to administer medication to children when needed. n Children are provided with a healthy range of food and snacks. However, the childminder does not fully utilise opportunities, such as during mealtimes, to help to develop children's understanding of healthy eating choices. n The childminder seeks opportunities to develop her knowledge and skills. For example, she networks with local childminders and also keeps up to date with developments on online forums. The childminder has found training about the impact of parenting lifestyles helpful in raising her awareness of the potential impact on children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of what to do if she has a concern about children's welfare. She is able to explain the signs and symptoms of abuse, including domestic abuse, drug-related issues, radicalisation and grooming. The childminder minimises risks effectively for children in her care. For instance, she risk assesses before outings and ensures that her car is suitable to transport children. The childminder teaches children how to keep themselves safe, such as by demonstrating how to cross the road safely.

p.3

should:

n strengthen procedures for sharing information about children's care, learning and development with staff at other settings they attend n review opportunities to teach children about healthy eating choices to help promote their good health.

p.3

Setting details

Unique reference number 116415 Local authority Buckinghamshire Inspection number 10219661 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 4 Date of previous inspection 10 August 2016

p.4

Information about this early years setting

The childminder registered in 2000. She lives in Widmer End near High Wycombe, Buckinghamshire. The childminder operates her service Tuesday to Thursday, between 9am and 5pm. The childminder operates term time only and occasionally provides holiday care.

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 inspector talked to the childminder about how she organises the curriculum. n The inspector observed the childminder's quality of teaching, and both jointly evaluated the effectiveness of the childminder's interactions with children. n The inspector spoke to children and viewed their activities. n The inspector spoke to parents and considered their views.

p.4

Inspection activities

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

25 May 2022 25 May 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.4

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