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 Outstanding

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The provision is good

Children enjoy spending time with the childminder and show they are eager and willing to learn. Overall, the curriculum meets their needs. When children play games, the childminder encourages their learning well. They use magnetic fishing rods and count the fish that they catch. The childminder asks children who won, and children recognise if they have one more, they are the winner. In the garden, children count the hidden seas shells they find in the sandpit. These everyday activities help children to become familiar with numbers and counting, promoting their mathematical development effectively. Activities outside of the home, such as going for walks to the water fall and playing Pooh sticks in the stream, help children to learn about nature. They become curious about the world around them. Children embrace technology in their play, for example as they use digital timers to challenge themselves during activities.

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The provision is good

Children behave well and understand expectations. For example, they explain that they say 'please' and 'thank you', and know that this is good manners. Children all play together well and show respect and concern for each other's feelings. They share a close relationship with the childminder and are confident and self-assured. Children show their high levels of self-esteem as they engage readily in conversation and are interested and excited to meet new people.

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need to do better?

n The childminder is developing her curriculum. She has a thorough understanding of children's age and stage of development and how they learn best. Children are making good progress in their learning. n Although the childminder shares some information with other settings that children attend, she does not gather information from them to help to complement her own curriculum. She does not know about children's experiences and progress in the settings they attend, to build on their development. This is particularly the case for children's developing literacy skills. The childminder is not aware of how children are being taught about letters and sounds, to know how she can consistently enhance their early reading skills. n Children are articulate and enjoy easy conversations with the childminder and each other. The childminder sings rhymes and songs to help boost young children's developing speech and language skills. Young children babble and

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need to do better?

make sounds of delight as they play, while older children have discussions during activities as they work out what they will play together. n Young children have confidence in their movements as they begin to negotiate the world through crawling and climbing. The childminder encourages children's free movement, teaching them how to safely climb down from furniture by turning around. As a result, young children explore the garden and equipment as

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need to do better?

4 July 2022 they quickly develop strength, balance and coordination. n On occasion, the childminder does not always expand on activities so that very young children can take part and be included in the good learning that older children enjoy. n All children show that they are content and settled. They play together well and take turns and share. Older children play cooperatively with each other as they play role play games, such as filling up the toy car with petrol and going to 'work'. Young children smile and raise their arms to be picked up by the childminder. The childminder knows children extremely well and is highly responsive to meeting their personal needs. n Children learn about the world in which they live and play with resources which reflect their different identities. This helps children to understand about themselves and each other and what makes them unique. n The childminder maintains a programme of professional development to support

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need to do better?

her in developing her knowledge and skills. She works effectively with her local authority. The childminder discusses how previous training enabled her to learn sign language to successfully support children who experienced a delay in their verbal communication skills. n The childminder evaluates her provision and seeks the views of parents and children. She shares regular information with parents to help them to support children's learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends training to maintain an up-to-date awareness of safeguarding issues. She can confidently talk about the signs and symptoms that might indicate children are at risk of harm. The childminder considers her role in safeguarding children, including how to support families experiencing poverty. She has information to support her in thoroughly understanding how to report any concerns about children's welfare to the relevant local safeguarding partnership. The childminder is alert to risks for children and is rigorous in checking children are safe when they play, eat and sleep. She has extensive risks assessments in place and provides a safe and secure environment for children.

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should:

n persevere with establishing relationships with other settings that children attend, to enhance the curriculum for children and build more successfully on their learning, particularly in relation to supporting children's literacy n develop the curriculum for younger children so that they are always included and involved in activities, to further expand on their learning.

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Setting details

Unique reference number EY240393 Local authority Buckinghamshire Inspection number 10228319 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 7 September 2016

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Information about this early years setting

The childminder registered in 2002 and lives in Chesham. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 inspector discussed the intent of the curriculum and observed its implementation during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint observation with the childminder. Throughout the inspection, the inspector spoke with the childminder and children at suitable times. n The views of parents were obtained through written feedback.

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Inspection activities

4 July 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

4 July 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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