Childminder in Buckinghamshire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

There are some inconsistencies in the quality of teaching. However, children are progressing well, overall. Children are developing their communication and language skills and putting words together to make sentences. This helps them to make their needs and wants known. Although children enjoy playing with activities and resources, they do not, sometimes, experience opportunities to expand on what they already know and can do. There is little opportunity for them to begin to learn about the similarities and differences between themselves and others. Therefore, they do not effectively learn about diversity and what makes them unique and individual. However, children are confident, settled and appear content. They follow a daily routine that meets their needs well and are starting to show they are independent and able to do things for themselves. This is particularly evident when they dress, use the bathroom and wash their hands by themselves.

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The provision requires improvement

Some children show real tenacity as they persevere with things that they find difficult, such as putting on their cardigan. When they eventually do this, they are proud of themselves, and the childminder recognises this. She praises them warmly, boosting their confidence and self-esteem.

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The provision requires improvement

Children are learning about how to get along with others. The childminder reminds them about sharing and taking turns. Children behave well and follow directions. The childminder explains to them about the reasons for rules, such as sitting down on chairs, so they begin to learn how to keep themselves safe.

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need to do better?

n The childminder does not gain sufficient information from parents to enable her to understand about children's backgrounds, home lives, faith and cultures. Consequently, she does not know about children's previous experiences, what customs and celebrations are important to them and how she can help children to learn about different people and appreciate diversity. n Although the childminder has good intent for the curriculum, she does not consistently implement it well. She has a good understanding about children's development and recognises what they need to learn next. However, although there are ample activities for children, the childminder does not consistently maximise children's learning as they explore these to further their development. Consequently, there are times when children do not build on what they already know and can do. n The childminder talks to children throughout the day. She provides a running

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need to do better?

commentary of what is happening to help with children's understanding. Children sing and recognise familiar songs. This helps to promote their development of communication and language skills. n The childminder provides a range of different books for children to look at.

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need to do better?

30 November 2022 Children show their interest as they choose their favourite stories and turn each page, studying the images. This helps children to develop an interest in words and pictures and fosters their enjoyment of looking at books. n Children have good opportunities to learn about technology. Even very young children understand about programming simple devices. For example, they confidently ask a virtual assistant device to play music for them. n The childminder recognises how children's place in the family and their previous experiences can affect the way they behave and their understanding. She is kind, calm, patient and helps children to learn about how to get along with others. The childminder is respectful of children and gives them advance warning of personal care routines, such as when they need their faces wiped. This helps to create an environment where children know what to expect and

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need to do better?

feel safe. n Children learn about healthy eating and have good attitudes towards food. The childminder ensures children are safe when they eat, safely strapping them into safety seats and supervising them closely. Mealtimes are sociable occasions where children talk happily to each other and with the childminder. n The childminder is well qualified and has previously undertaken further training. However, she has not recently updated her knowledge and skills to support her in fully implementing all areas of the curriculum successfully. n Parents say that children form close relationships with the childminder and settle quickly in her care. Parents feel that the childminder keeps them well informed of children's progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder conducts risk assessments to ensure that children remain safe in her care. For example, she understands about keeping children safe when on outings outside of the home, especially when crossing the main road. The childminder recognises the signs and symptoms that might indicate children are at risk of harm. She has policies and procedures in place to help her to understand what action she needs to take to report any such concerns to her local safeguarding children partners. The childminder recognises the negative effect of poverty on children's lives and how to signpost parents to local services and support.

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Due date

30 November 2022 strengthen partnerships with parents to gather ongoing information about any changes in children's lives to learn more about children's backgrounds, cultures and experiences to better know how to support their good development. 02/01/2023

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should:

n implement the curriculum more effectively to build on what children already know and can do n undertake further professional development to update knowledge and feel more confident in delivering all areas of the curriculum.

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Setting details

Unique reference number 2615168 Local authority Buckinghamshire Inspection number 10265336 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Aylesbury. She operates all year round from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides free funded early education for two-, three- and four-year-old children.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector discussed the intent of the curriculum and observed its implementation during activities 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. n The inspector reviewed required documentation, such as information that confirms the suitability of the childminder and household members.

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Inspection activities

30 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.

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Inspection activities

30 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.

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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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