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

Children are happy and settled, and have positive and nurturing relationships with the childminder. They have access to a range of activities and resources in a warm and welcoming setting. Children delight in mark making with paints in the garden and enjoy exploring different textures using a range of sponges and brushes. They enjoy being in the garden listening to the sounds of the birds and looking up to see them in the sky. Children's language is promoted through open and ongoing dialogue. They learn new vocabulary, such as 'squawk', as they listen to the sound of the red kites as they fly over, as well as looking at the colours of the tail and why they are called red kites.

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The provision is good

Children build independence skills, such as wiping their hands and faces after painting or wiping their nose. They seek and receive reassurance and comfort from the childminder. Children enjoy cuddles and sharing their toys with the childminder. Children understand the routine of their day and can communicate what they want and what will happen next, such as showing it is time to go out for a walk or snack time. Children are developing the skills they need in readiness for their next stage in learning. The childminder has high expectations for children's progress and provides a range of activities to build on what children know and their next steps. Children behave well and share resources readily and use polite manners, such as saying 'please', when they would like some help.

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need to do better?

n Partnership working with parents is good. Parents speak highly about the quality of care and education that their children receive. They comment that they like that their children feel at home and look forward to their time at the childminder's home. Parents appreciate daily feedback of their child's day. n The childminder communicates regularly with additional settings that children attend. She discusses any concerns she may have about the children and works to support children in ways that these settings recommend. This ensures that there is consistency between settings, and helps children to make progress in their learning and development. n On occasion, the childminder does not fully consider strategies to use to help children who need extra support with their communication and language. For example, occasionally, she does not give children enough time to process what they would like to say, and gives the answer herself to a question too soon. This

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need to do better?

does not help these children to catch up with their language development. n The childminder provides plenty of opportunities for children to develop physically outside. She offers activities that support large-muscle skills as well as small-muscle skills. Children can make choices of what and where they would like to play.

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need to do better?

15 June 2022 n The childminder supports children's mathematical development through a range of activities. For example, while painting, they talk about colour, shape and numbers. n The childminder is nurturing in her approach for caring for the children. She supports the development of independence skills well. However, on occasion, she is a little too quick to offer a solution or alternative, limiting opportunities to further develop independence skills. n The childminder attends regular training and evaluates her practice with the support of other providers within her network of childminders. This means that children benefit from the continuous professional development of the childminder, who uses these skills to plan and provide learning opportunities for the children. n The childminder ensures that her safeguarding knowledge stays up to date by participating in courses organised by the local authority. The childminder

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need to do better?

identifies risks accurately and takes steps to mitigate them so that her home is safe for children. n The childminder monitors the progress children make and shares this with their parents. She uses this knowledge to identify what children need to learn next. The childminder adapts activities and her teaching to children's individual learning styles. n Children's emotional development is well supported. They learn to manage their feelings and make friends. Children have strong, warm and supportive relationships with the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection and safeguarding. She knows the procedures to follow and who to report to should a concern be raised regarding her conduct. The childminder knows the signs and indicators of abuse and has effective systems in place to protect children at risk of harm. She works closely with the children and families to promote online safety and what to do if they are worried about anything. The childminder completes effective risk assessments to ensure children are safe in her care.

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should:

n increase opportunities for children to further develop their independence skills n give children the time and opportunity to process and respond to interactions to further their communication and language development.

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Setting details

Unique reference number 131147 Local authority Buckinghamshire Inspection number 10234158 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 6 Date of previous inspection 31 March 2017

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Information about this early years setting

The childminder registered in 1999. She lives in Winslow, Buckinghamshire. Care is provided Monday to Friday from 7.15am to 5.30pm, all year round, except for bank holidays and family holidays.

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Inspection activities

n The inspector and childminder discussed the learning walk. n The childminder and inspector discussed and reviewed a joint observation. n A safeguarding discussion was held between the childminder and inspector. n The inspector observed children's play. n The inspector reviewed written feedback provided by parents. n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic and has taken that into account in their evaluation of the provider.

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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.

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Inspection activities

15 June 2022 15 June 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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