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

p.1

The provision is good

Children are happy and settled in the warm and welcoming environment. They form secure attachments with the childminder and her assistants, who are caring, gentle and kind. Children are confident in approaching the childminder and her assistant for cuddles and reassurance when needed.

p.2

The provision is good

Children thoroughly enjoy being active outdoors. They climb ladders independently to access the slide and ride balance bicycles with ease. Those who find it tricky are supported well to master balancing using their feet. A bubble machine creates a cloud of bubbles that the children chase and pop excitedly. The atmosphere of joy is infectious as all of the children join in chasing the bubbles and watch them disappear into the sky.

p.2

The provision is good

The childminder and her assistants have high expectations for all children. They use knowledge gained from children's families to build on their home experiences and provide appropriate care and learning. The childminder uses lots of praise and positive encouragement to help children feel good about their efforts. This helps children to feel happy, behave well and persevere in their actions. The childminder understands that the COVID-19 pandemic means some children have experienced limited opportunities to develop social skills. The childminder introduces children to different religions, beliefs and backgrounds. Children learn through a variety of resources and activities that people have different skin tones, disabilities and speak different languages.

p.2

need to do better?

n Partnership with parents is strong. The childminder shares information with parents about activities they can do to support their child's learning at home. Children benefit from this shared approach, which helps them to be successful. Parents are very pleased with the care their children receive and the progress they make in their learning. They speak highly of the childminder and her assistants and the nurturing care and exciting activities they offer to the children. n The childminder has good knowledge of child development, and the curriculum is planned well, overall, to focus on what children need to learn next. The childminder is aware of where children are in their development. She observes them closely and uses her observations and assessments to identify what children need to learn next. Overall, children are making good progress. However, at times, group activities become a little chaotic as children become

p.2

need to do better?

distracted and lose focus as they wait for their turn. n The childminder develops children's understanding of hygiene practices well through daily routines, such as washing their hands after messy play and before

p.2

need to do better?

25 November 2022 eating snacks and meals. However, the childminder sometimes misses opportunities, for instance, to give children clear messages about making healthy choices, to support them to understand the importance of following a healthy diet. n The childminder provides lots of opportunities for children to develop their understanding of mathematics. For example, children count coloured building blocks, identifying colour and quantity as they count. Older children help younger children to master this, counting carefully with them. In addition, children learn about size as they identify the bigger and smaller bubbles. n The childminder uses a range of strategies to help children develop their vocabulary, speech and understanding. For example, simple explanations help younger children develop their understanding, and questions encourage older children to talk about their experiences. The childminder and her assistants

p.2

need to do better?

sensitively reflect the correct pronunciation of words to support children to develop their speaking skills. Older children learn about letters and the sounds they represent. n Through a robust self-evaluation process, the childminder and her assistants identify and access online training, to further their own professional development. For example, one of childminder's assistants has recently completed the 'home-based childminder course' to further develop his understanding of the early years foundation stage. The childminder has completed a number of courses, such as 'starting school with confidence' and 'understanding and recognising speech and language delay in the early years.' This has helped the childminder to plan highly effectively for children's next steps in learning and development. n The childminder is skilful in supporting children with special educational needs and/or disabilities. She works closely with parents and other professionals to

p.3

need to do better?

identify any emerging concerns, and she quickly puts additional support in place. This means that all children make good progress from their starting points.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her safeguarding responsibilities, including supporting her assistants to understand their role. She knows the procedures to follow should she have any concerns about children, or if there is an allegation made against her or her assistants. The childminder is vigilant about the signs that may indicate a child is at risk of harm. She completes regular training to keep her knowledge up to date. She is aware of issues that may compromise children's welfare, such as the effects of radicalisation and domestic abuse. The childminder supervises children well. She regularly assesses safety in her home and on trips, to remove or reduce any risks.

p.3

should:

n review the organisation and structure of group times to take into consideration the age ranges and individual needs of the children present, to enhance learning opportunities to the highest level n develop further ways to support children to gain a better understanding of the importance of making healthy eating choices.

p.4

Setting details

Unique reference number 2585176 Local authority Buckinghamshire Inspection number 10251108 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 11 Number of children on roll 14 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in September 2020. She provides childcare from 7.30am to 6.30pm, Monday to Friday, all year round, except for the last two weeks in August and December. She lives in Aylesbury, Buckinghamshire. She works with two assistants, one of whom is her husband. The childminder holds a relevant childcare qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

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 childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning. n The inspector and the childminder observed the children's engagement in activities and had a follow-up discussion about children's learning. n Parents shared their views of the setting by providing written feedback. n The inspector sampled a range of documentation. n The inspector spoke with the childminder, her assistants and children at appropriate times throughout the inspection.

p.5

Inspection activities

25 November 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.5

Inspection activities

25 November 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.6

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.7

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7