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 Met

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The provision is good

The childminder provides a safe and supportive environment for children in her care. Children who are new to the setting, settle quickly because of the childminder's kind and caring approach. They sit close to the childminder to explore resources, enjoying the comfort of having her close by. This supports children's emotional well-being effectively.

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The provision is good

Children are proud of their achievements and are eager to show visitors the shapes they have created with play dough. They develop the small muscles in their hands as they roll and mould dough. They explore their own ideas as they play with a doll's house, creating stories about the occupants as they play. The childminder uses praise and encouragement effectively to help children to persevere.

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The provision is good

The childminder has high expectations for children's behaviour. She teaches children to be polite and helps them to learn to respect the environment as they play. For instance, she encourages them to tidy up when they have finished playing with toys. The childminder supports children to think about how they should respect others and build an understanding of diversity. Children learn that people have different likes and dislikes and that we are all unique. They find out about other cultures and religions beyond their immediate experiences.

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need to do better?

n The childminder seeks a range of information from parents about children's care routines, interests and achievements at home. Assessment and ongoing observation help the childminder to identify any gaps in children's learning. She plans learning activities around children's individual interests and their stages of development. The childminder aims for children to be confident and resilient learners before they move on to the next stage of their education. n Children follow the rules and expectations of the setting. The childminder gently reminds children to say 'please' and 'thank you' to help develop their manners. She encourages children to manage their self-care. Children learn the importance of good hygiene practice, for example, to wash their hands before mealtimes and when they have been to the toilet. Children develop their independence skills well. They are learning to dress and feed themselves

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need to do better?

independently. n The childminder helps children to develop their fine motor skills to help them build their muscles in preparation for early writing. For example, they use their hands to make shapes with play dough and build towers with bricks. n The childminder promotes children's love of books and stories. She invites young children to sit beside her as she reads stories to them. Young children sit quietly, enthusiastically pointing to the illustrations. They consider what might happen if

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need to do better?

25 January 2024 the wolf blows hard at the straw house. However, at times, the childminder's strategies for supporting children's communication and language are not fully effective. For example, on occasion, she does not repeat vocabulary clearly enough, so sometimes children are not able to hear or learn new words. n The childminder has good partnerships with parents and other organisations. She talks to parents on a daily basis about children's achievements. Parents' comments are positive, highlighting how much they trust and value the childminder. The childminder communicates with other settings children attend. They share what children are working on with the childminder, and they work in collaboration with each other. n The childminder supports children to develop an awareness of social skills and their local community. She does this by taking them to lots of group activities during the week. She takes children to visit places of interest, such as

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need to do better?

playgroups and meetings with other childminder's children. This also helps them to develop an understanding and respect for those who are different from themselves. n The childminder maintains a good standard of care and education for all children. She explains how she regularly networks with other childminders and uses online resources to keep up to date with changes to legislation and early years practice. However, the childminder does not identify precise areas for her own professional development to enhance her knowledge and promote even better outcomes for children.

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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.

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should:

n strengthen interactions with children so that they make the best possible progress with their speech and language development n make more use of ongoing professional development opportunities to help raise the quality of learning and development even further, especially in communication and language.

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Setting details

Unique reference number EY491578 Local authority Buckinghamshire Inspection number 10308484 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 12 March 2018

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Information about this early years setting

The childminder registered in 2015. She lives in Chesham, Buckinghamshire. The childminder operates all year round, from 6.30am to 6pm, Monday to Friday.

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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 childminder and has taken that into account in their evaluation of the provision. n The childminder and the inspector completed a learning walk together around the areas of the childminder's home used for childminding. n The inspector held a number of discussions with the childminder throughout the inspection. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises. n A joint evaluation of an activity was discussed by the inspector and the childminder. n The inspector observed the quality of teaching during activities indoors and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to and interacted with the children.

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Inspection activities

25 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

25 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

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