Jenny Cecilia Jansson Williams

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 develop secure attachments with the childminder. The childminder knows them well as individuals and recognises when to adapt routines to meet their needs, such as when they require comfort, when they are hungry and when they are sleepy. Children are confident to express their needs and know to ask for help when needed. The childminder has clear expectations and children demonstrate a good understanding of these. For example, they listen and follow instructions promptly, such as to wash their hands before preparing snack, and to tidy up toys and resources before the next activity.

p.2

The provision is good

Children have positive attitudes to their learning and they concentrate for long periods in relation to their age. For instance, younger children manipulate play dough in their hands, squeezing and squashing it to make different shapes. Older children create their own narrative for play as they look after the babies, change their nappies and take them around with them to their activities.

p.2

The provision is good

Children learn about the diverse world in which they live. For instance, the childminder values the different languages that children speak. In their everyday activities the childminder uses words in different languages, such as when counting, and children are keen to find out the meaning of new words that their friends speak at home.

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need to do better?

n The childminder organises her curriculum well. When children first start attending, she establishes their starting points using her own observations and information that parents provide. She uses these to identify what children need to learn next and she captures opportunities to develop these through children's interests. The childminder provides regular feedback to help keep parents well informed about their children's progress. n The childminder helps to support children's language development well. For example, as she reads stories to children, she asks children questions about the bugs and animals that they see. The childminder links this to children's experiences well, helping them to recall times when they have seen bugs in their garden. n The childminder provides exciting opportunities for children to develop the strength of their hand muscles. Children enjoy squeezing play dough and pushing shapes into it. When younger children show interest in using the

p.2

need to do better?

scissors to cut the playdough however, the childminder is not fully effective at using demonstration to help give children the knowledge they need to learn to handle and use these successfully. n Children behave well. They consistently demonstrate good social skills, such as

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need to do better?

2 August 2023 in their interactions with the childminder and with each other. For example, children greet their friends when they arrive and with support they share resources with each other during their play. n Children learn to be independent. For instance, the childminder teaches them how to wash their hands before snack times and provides appropriate support, such as to squeeze the hand wash. Children learn how to dress and undress, which helps to prepare them for times when they will need to manage this themselves, such as when learning personal hygiene routines. n Parents comment positively on the service that the childminder provides. They particularly praise the regular communications that they have with the childminder about their children's learning and progress. They also report that the childminder gives suggestions for activities that they can complete with their children at home to support their learning.

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need to do better?

n The childminder establishes positive relationships with staff at other settings that children attend. This promotes continuity in their learning and care. For example, the childminder shares information with staff at the local pre-school, which helps them to establish a joint approach to promoting children's next steps in learning. n The childminder has a good understanding of how to seek support and guidance when she is concerned about aspects of children's development. For example, she actively signposts parents to professionals, such as speech and language therapists, and consults specialist teachers to help her implement successful strategies to support children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure safeguarding knowledge. She is able to describe signs and symptoms of abuse, and she shares information frequently with her assistants so that they remain familiar with local safeguarding partnership procedures. The childminder helps parents to understand how to keep their children safe, such as by providing information about internet safety. She also teaches children to learn to manage risks in their play, such as when they create an obstacle course. The childminder ensures that her environment is safe for children. She completes regular risk assessments and fire evacuation drills.

p.3

should:

n use opportunities to demonstrates how to use tools, such as scissors, more effectively to give children the skills and knowledge they need to be able to use these more successfully in their future learning.

p.3

Setting details

Unique reference number EY463847 Local authority Buckinghamshire Inspection number 10301597 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 10 Date of previous inspection 16 January 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Chesham. She has three registered assistants who work very occasionally with her. The childminder cares for children all year round, from 8am to 6pm, from Monday to Thursday. The childminder accepts funding for the free provision of education for children aged two, three and four years. She holds an appropriate qualification.

p.4

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 childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector spoke to parents and considered their views. n The inspector and childminder jointly evaluated a physical development activity and discussed the impact on children.

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Inspection activities

2 August 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

2 August 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

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