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 enjoy daily trips to explore their local area. The childminder takes bean bags to the park for children to play with. This helps them develop their coordination and balancing skills. Children learn to climb on equipment safely and meet with their friends. Children recall how they love to blow bubbles at the park and see who can throw the beanbags the furthest.

p.2

The provision is good

The childminder plans a fun curriculum for understanding the world. For example, children visit a local wildlife reserve and search a 'bug hotel' to see what they can find. There are plenty of opportunities to learn how things grow. For instance, children grow sweetcorn from seeds. They are fascinated watching caterpillars turn into chrysalides then butterflies. The childminder makes sure a good range of resources are left out that follow children's interests in her home. Children feel safe and confidently select what they would like to play with. They regularly approach the childminder for a cuddle and to talk about their play. The childminder gives timely reminders for children to say 'please' and 'thank you'. She encourages children to sit for meals and finds out which activities they would like to do later.

p.2

need to do better?

n The childminder encourages children to re-read books that they love. This helps children learn phrases and new words and remember them. For example, children love the story of 'The Gingerbread Man'. They recall how the fox 'gobbles up the gingerbread man'. They repeat refrains such as 'run run as fast as you can' with the childminder. This supports them to develop good early literacy skills. n The childminder plans good activities that support children's early mathematical understanding. Children concentrate for long periods of time matching and sorting coloured toy dinosaurs into pots. They are eager to participate in these activities and share resources with the childminder. However, at times, the childminder does not make the best use of resources to teach children about counting and size. n The childminder forms close bonds with children and their families. She gains information when children first start about what they know and can do. Parents

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need to do better?

help with this assessment, so the childminder can plan for future learning. Parents report the childminder supports their children 'with an abundance of care and professionalism'. n The childminder supports children to develop good independence skills. For example, she encourages them to climb independently into the car and wash their own hands before mealtimes. Children often have opportunities to make their own sandwiches and chop fruit at mealtimes. n The childminder receives weekly updates from her local authority about changes

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need to do better?

22 November 2023 to legislation and training. She recently attended a course to develop her knowledge about safeguarding. However, the childminder recognises she would benefit from further opportunities to refresh her knowledge, especially around wider safeguarding issues. n Children love to bake with the childminder. For example, they made gingerbread men to take home after reading 'The Gingerbread Man' story. Children learn to keep safe around the oven. They develop skills such as weighing, stirring and pouring. n Children learn about similarities and differences between themselves and others. For example, they explore the festival of Diwali through creative work and make lights. Children enjoy eating new foods at Chinese New Year and try using chopsticks. The childminder reads a range of books that show people from different communities and countries. n The childminder communicates with children well. She asks open-ended

p.2

need to do better?

questions that help children to share their thoughts. She subtly repeats back language with corrections to model good sentence structure. The childminder encourages discussion about imaginative play. For example, she discusses putting dinosaurs to sleep and which characters children would like to dress up as each day. This helps children to develop strong speaking skills and plenty of new vocabulary.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is confident at summarising a range of indicators that a child may be at risk of harm. She knows her reporting procedure to the local authority following any concerns or allegations. The childminder teaches children to stay safe during their many community trips, for example, when feeding ducks by the water and when crossing roads. The childminder keeps detailed attendance records and would follow up any non-attendance quickly to make sure children are safe. Children are closely supervised at all times. The childminder makes sure she sits with children at mealtimes to help keep them safe from choking.

p.3

should:

n build on activities that teach children early mathematics to further develop their understanding of counting and size n explore professional development opportunities to regularly refresh knowledge about statutory requirements and safeguarding practice to help take understanding to the highest level.

p.3

Setting details

Unique reference number 107864 Local authority Buckinghamshire Inspection number 10305218 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 6 Number of children on roll 1 Date of previous inspection 15 February 2018

p.4

Information about this early years setting

The childminder registered in 1997. She lives in Gerrards Cross, Buckinghamshire. The childminder operates all year round, from 8am to 6pm, Monday to Thursday.

p.4

Inspection activities

n The childminder spoke to the inspector about intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector assessed the childminder's understanding of how to keep children safe. n Parents shared their views of the setting with the inspector.

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Inspection activities

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

22 November 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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