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

The childminder creates a warm and welcoming environment for children. They confidently choose from a range of resources and activities that the childminder provides and plans for them. Children show affection towards the childminder and show that they feel safe and secure. Children settle quickly and make good progress.

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The provision is good

The childminder has high expectations for children's behaviour and learning. She knows the children well and has clear aims for their development. For example, children choose building blocks to play with. The childminder encourages the children to look at the different sized blocks and introduces language such as, large and small. Children then use this language in their play.

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The provision is good

Children play independently, alongside and with each other. The childminder gives children gentle reminders about sharing and using kind hands. She is a good role model. Children listen well and follow instructions. They are polite to each other and to adults. Children tidy away activities when they have finished with them and understand about keeping their environment safe. They persevere with activities. For example, children ask to cut real vegetables they find in the home corner. They struggle to cut the carrots with knives and the childminder asks them what they think they could use to support this. Children try different equipment until they manage to cut the carrots into pieces. They are proud of their achievements.

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need to do better?

n The childminder has a clear vision for what she wants children to achieve. Regular observations and assessment support her to plan effectively for children's needs. Focus activities are adapted well to meet children's individual needs. The childminder updates her knowledge and skills by seeking out courses that support her professional development. She works with an assistant on occasion and ensures that he has the knowledge he needs. n Children's mathematical development is supported well. The childminder scaffolds learning to help ensure that children are challenged and think for themselves. She incorporates mathematics into all activities by encouraging language, such as half, big, small, and medium. Children are consistently encouraged to count as they play or when competing tasks. For example, children cutting fruit for snack are encouraged to count how many pieces they have. n There are some slight inconsistencies in the support for children's

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need to do better?

communication and language, although this is effective overall. For example, when talking to younger children, the childminder uses appropriate, simple words. However, she does not always consider how to offer more challenging

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need to do better?

22 January 2024 vocabulary for older children. In addition, there are times when the childminder does not give older children time to think and respond to questions. n The childminder gets to know children and their families well. She adapts settling-in sessions to meet the needs of children and their parents. She finds out about children's interests, routines and care needs. The childminder uses this information to plan learning to help support children develop the skills needed for future learning, such as the move to pre-school. n Careful planning ensures that children's individual physical needs are met. The childminder ensures that younger children have equipment that they can use to pull themselves into standing positions. All children enjoy regular outings to parks, farms, soft play and classes that encourage them to move in different ways. This supports the next stage in children's physical development.

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need to do better?

n Parents are happy with the care provided for their children. They report that their children are happy and excited to attend this setting. They appreciate the support that their children receive and the support they get as parents. They describe the childminder as caring, patient, kind and compassionate. Parents receive regular updates about their child's progress and the childminder raises concerns about children's development quickly so that, if additional support is needed, this happens quickly. n The childminder supports children to follow a healthy lifestyle. They learn about self-care and the importance of personal hygiene. They are encouraged to complete tasks for themselves, such as putting on their shoes and coats. The childminder ensures that children have enough time to complete these tasks. The childminder provides resources to support children with oral hygiene and prepare them for trips to the dentist. Children explore plastic teeth and toy

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need to do better?

dentist equipment. They confidently discuss foods that are healthier for them.

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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 enhance the support for older children to develop their communication and language skills.

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Setting details

Unique reference number EY411372 Local authority Buckinghamshire Inspection number 10305603 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 11 Date of previous inspection 27 February 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Prestwood, Buckinghamshire. The childminder operates all year round, from 7.30am to 6pm on Monday to Friday, except for bank holidays and family holidays. She holds an appropriate childcare qualification at level 3. The childminder occasionally works with her husband, who is also registered as an assistant. The childminder provides funded early education for two-, three- and four-year olds.

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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 childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. 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 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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