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 have consistently positive attitudes to learning. They delight in opportunities to sing. For example, they jump to the beat as they sing songs, such as 'See the bunnies sleeping'. They excitedly watch and copy the childminder as he helps them to point to parts of their body, as they sing 'Heads, shoulders, knees and toes'. Children benefit from the high expectations that the childminder and his co-childminder have for them. They demonstrate a good understanding of rules and they swiftly respond to instructions. For instance, they follow the positive role model provided, looking after toys and resources and putting them away before key transition times.

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The provision is good

Children learn about people and communities, and similarities and differences between themselves and others. For instance, they learn why celebrations, such as Diwali and Chinese New Year are important. They enjoy outings in their local community, where they learn about different features of their environment.

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The provision is good

Children develop positive attachments with the childminder, which help them to feel safe and secure. For example, children begin to communicate their wants and needs, such as for sleep time, and know that the childminder will respond to them promptly.

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need to do better?

n The childminder weaves mathematics into everyday learning well. For example, he encourages children to compare size, and helps them to identify which sandcastles out of those they have made are the biggest and smallest. Children regularly count in their play. They confidently use numbers up to five in order. n The childminder considers the level of support that children of different ages need. For example, as younger children make shapes with play dough, he demonstrates how to mould and roll dough in his hands to create a particular shape. Children follow this direction and make shapes, such as strawberries. n The childminder helps children to learn about living a healthy lifestyle. For instance, he encourages children to learn about foods that are healthy. He involves children when creating the weekly food menu and helps them to learn to make their own foods. For example, children recently enjoyed making their

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need to do better?

own pizza and learning about healthy toppings. n The childminder has a clear plan for what he wants children to learn through planned activities, such as to make circles and marks with control. However, he does not fully consider the impact of his co-childminder introducing different resources into his planned activities. For example, as children copy him making circles in the sand, the introduction of unrelated buckets and pots mean that children no longer have a vast area of sand in which to make marks, and so they

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need to do better?

26 June 2023 do not achieve the intended learning. n Children behave well. The childminder uses praise to recognise children's achievements. For example, he tells children when they have done something well and children hold their hand up to 'high five' at the end of songs that they sing with their friends. n The childminder and his co-childminder recognise the challenges that children have faced since COVID-19, particularly in relation to settling in. They have adapted their practice well to help children feel safe and secure in their home. For instance, they adapt settling to each individual child and mirror their routines at home. This helps children to adjust well. n The childminder and co-childminder know children well and know how to support their learning. For instance, they have a clear focus on promoting children's speech and language. However, the childminder has yet to identify ways to explain the importance of this to parents and help them understand

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need to do better?

what they can do to support their children's development. n The childminder has a positive attitude to improving his practice. He describes how he and his co-childminder reflect on their provision. In response to his recent reflections, he has increased opportunities for children to have an active role in their play. For instance, he encourages them to make decisions and choices about what they would like to do next. This has a positive impact on children's attitudes to learning.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands his responsibility to keep children safe. He is able to talk about signs and symptoms of abuse, such as extreme behaviours, and he is aware of local safeguarding issues, such as county lines. The childminder helps children to learn how to keep themselves safe, such as by teaching them road safety rules on outings. The childminder helps children to learn how to respond in an emergency, such as by practising the fire evacuation procedure.

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should:

n strengthen delivery of the intended learning and consider which resources will benefit the children and when to introduce them during planned activities n review communications with parents to help parents develop their understanding of how to support their children's development at home.

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Setting details

Unique reference number EY489025 Local authority Buckinghamshire Inspection number 10295530 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 14 December 2017

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Information about this early years setting

The childminder registered in 2015. He lives in a village near Amersham, Buckinghamshire. The childminder works with his wife, who is also a registered childminder, and very occasionally with his registered assistants. He offers care from 7am to 6pm, Monday to Thursday, all year round. He holds an appropriate qualification and accepts funding for the free provision of education for children aged two, three and four years.

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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 setting. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector spoke to parents and considered their views. n The inspector had a tour of the parts of the childminder's home that children use.

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Inspection activities

26 June 2023 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

26 June 2023 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

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

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