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 confident, happy and settled in their environment. They form secure attachments with the childminder and the co-childminder, who are warm, caring and responsive to their needs. Children have good relationships with each other and learn to consider others as they play. For example, the childminder helps young children to take turns and learn to share pots and scoops as they play in the sand and dried rice.

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The provision is good

Children learn to be independent. They choose the fruit they want for their snack and help themselves to regular drinks of water from their individual and easily accessible cups. Children take part in interesting activities to promote their knowledge of good oral hygiene. They are developing the skills and attitudes they need for the next stage in their learning, including their move on to school.

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The provision is good

Children behave well. They follow the childminder's simple rules and boundaries. For example, they respond promptly to instructions, such as when asked to tidy up their toys before lunch and when going inside.

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The provision is good

Children's individual physical development is promoted well. For example, younger children learn to balance and climb on logs and planks. Older children sensitively support them by holding their hand and guiding them, telling them to 'Be careful' as they steady the rocking logs.

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need to do better?

n The childminder provides children with a broad range of outdoor activities to help them get plenty of fresh air and exercise and learn about the world around them. For example, they learn how to respect and care for living creatures as they excitedly feed the family rabbit dandelion leaves. n The childminder observes children every day and knows what they can do. She tracks children's development to confirm that they are making steady progress towards the early learning goals. However, the childminder does not fully consider what the children need to learn next when planning the curriculum. n Partnerships with parents are good. The childminder maintains good contact with parents about their children's care, well-being and development. Parents state that they know that their children are happy with the childminder and make good progress. The childminder has links with other settings that children attend. They have shared discussions about children's development. As a result,

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need to do better?

children receive good continuity of care and learning. n The childminder joins children in their play. She increases children's imaginations and engages in role play. Children learn to count during activities and identify colours. However, the childminder does not introduce more complex

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need to do better?

7 July 2022 mathematical concepts to extend older children's understanding further. n The childminder recognises children's developing communication and language skills. Children with special educational needs and/or disabilities are supported well. For example, the childminder repeats words for clarity and teaches children new vocabulary. She recaps on children's learning and gives them opportunities to extend their sentences. n The childminder develops warm and nurturing relationships with the children. She spends time playing alongside them and delights in their company. Children seek out the childminder for comfort and she celebrates their efforts and achievements with praise as they play. As a result of this, children are confident and get involved in a range of experiences. n The childminder takes children on daily outings in the local community, such as to local parks, the library, toddler groups and the local crocodile farm. This helps

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need to do better?

children to learn about the world they live in and provides opportunities for them to enjoy different learning experiences. n The childminder is in tune with children's changing moods, recognising when they become tired and cuddling them as they start to wind down ready for a rest. n The childminder and co-childminder are dedicated to their role and are passionate about providing a high-quality service. They regularly evaluate their practice to see where improvements can be made and seek views from parents. The childminder and the co-childminder are committed to improving their knowledge through training to extend their skills further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder fully understands her role and responsibility to protect children from harm. She can describe the signs and symptoms that might indicate a child is at risk. The childminder knows the procedure to follow should she have concerns about the welfare of a child. She ensures that she has the relevant contact details for the local safeguarding team. The childminder understands the importance of supporting families to ensure children's well-being. She practises the emergency evacuation procedure with children to develop their understanding of what to do in the event of an emergency. During the COVID-19 pandemic, the childminder and the co-childminder carefully planned how children could safely use their setting. Parents were able to drop children off safely within the social distancing guidance.

p.3

should:

n focus the intentions for planned activities more precisely on what children need to learn next

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should:

7 July 2022 n extend children's learning of mathematical concepts when they play.

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Setting details

Unique reference number 2503419 Local authority Buckinghamshire Inspection number 10191655 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 16 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in January 2019. She lives in High Wycombe, Buckinghamshire. She is open from 6.45am until 6pm, Monday to Friday all year round. The childminder works with a co-childminder.

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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 Children talked to the inspector at various times throughout the inspection and she took account of their views. n The inspector viewed written feedback during the inspection. She took account of all views. n The childminder and inspector completed a learning walk together and the childminder explained what activities are on offer for children. n The childminder and the inspector discussed a joint observation and the impact of this on children's learning.

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Inspection activities

7 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

7 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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