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 develop secure attachments with the childminder. The childminder is attentive to their needs and stays close to the youngest children to help them feel safe. For example, younger babies grasp small musical instruments in their hands, and the childminder supports them appropriately as they learn to sit up.

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The provision is good

Children delight in their time with the childminder. They comment that they like 'to go to the park' and 'play with toys and their friends in the garden'. The childminder is familiar with children's interests, and she includes these in her planning, which leads to high levels of engagement and enjoyment. For example, older children enjoy using tools, such as the paintbrush, to make meaningful marks while simultaneously learning to recognise and name colours.

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The provision is good

Children have secure communication and language skills for their age. The childminder promotes conversations with older children, who listen and respond to her very well. Children also articulate their own plans for their play confidently. Younger babies are excited when the childminder sings songs and reads stories to them. They maintain eye contact with her and begin to babble as they wave their arms excitedly.

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The provision is good

The childminder has consistently high expectations of all children, and this helps them to make good levels of progress.

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need to do better?

n The childminder has a very clear understanding of what she wants children to learn and why. She explains in detail the sequence of skills she wants younger children to achieve in their physical development. This helps her to support them effectively. For example, the youngest children progress from lying on their back to rolling themselves over, and they then begin to sit up and reach for their favourite toys. n The childminder involves parents well in helping to establish children's starting points. For instance, she has focused conversations with parents before children start attending. This helps her to understand what children know and can do in the prime areas. This information then complements her own observations of children and helps to inform their next steps in learning. n The childminder shares appropriate assessments with parents about children's development, such as the progress check for two-year-olds. However, she has

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need to do better?

yet to consider how to share the information she gathers about children's progress with other settings that they begin attending. This does not fully support a consistent approach to children's learning and development. n Children demonstrate good attitudes to learning. They are quick to join the

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need to do better?

11 January 2024 childminder in activities she plans to extend their skills. For example, older children are keen to complete more complex puzzles. They concentrate intently and persevere until they have rotated pieces correctly to complete their chosen puzzle. n The childminder captures opportunities that arise to help children learn about other people and communities. For instance, when older children return from school talking about countries they are learning about, the childminder helps them to locate these on a globe. This helps to enhance children's knowledge. n The childminder has a positive attitude to her own professional development. She keeps up to date by reading publications from the local authority and changes in legislation. She also networks with other local childminders to share ideas and best practice. n Children benefit from the childminder's positive partnerships with parents, which

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need to do better?

means that she is able to have open conversations with them to support children's personal needs. For instance, the childminder works with parents to establish a consistent approach to reducing the use of children's comforters. She provides information to parents to help them understand how this can positively impact on children's speech. She similarly provides guidance about weaning when appropriate. n Overall, the childminder has a secure understanding of when to make notifications to Ofsted. However, during the inspection, she realised she had not notified Ofsted of changes to household members under the age of 16. This does not impact children's safety and was rectified during the inspection.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n establish systems for information sharing with other settings that children attend to help promote continuity in their learning and development.

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Setting details

Unique reference number EY498915 Local authority Buckinghamshire Inspection number 10317206 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 1 May 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Steeple Claydon, Buckinghamshire. She offers care from Monday to Friday, between 8am and 5pm, for most of the year. The childminder holds an appropriate qualification at level 3. She 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 provider 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 talked to the childminder about how she organises the curriculum. n The inspector observed the children engaged in activities, indoors and outdoors, and assessed the impact this has on their learning. n The inspector took account of the written views of parents. n The inspector spoke to children about their activities during the inspection.

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Inspection activities

11 January 2024 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

11 January 2024 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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