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 has a delightful manner. She is calm and patient and has clear routines, which the children follow. This helps them to feel safe and secure as they are familiar with what is happening 'now' and 'next'. The childminder explains rules and boundaries, such as at mealtimes, which helps children understand why they are important.

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The provision is good

The childminder is aware of children's interests. She ensures that her environment is linked to these, and this leads to children's high levels of engagement. For instance, the childminder knows that children are interested in doctors. She sources real-life items, such as a stethoscope, so that children can actually listen to each other's heartbeat as part of their imaginary play. Children involve others in their play very well, asking 'patients' what is wrong and bandaging up their arm.

p.2

The provision is good

The childminder encourages children to learn to be independent. For example, children delight in using a knife to cut up their fruit and show good levels of perseverance when they put their shoes and coats on. The childminder provides appropriate support to younger children who are learning these routines, such as helping them to learn to wash their hands and to recognise which shoe goes on which foot. This gives children the knowledge they need to then complete this task successfully.

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need to do better?

n Children benefit from the childminder's meaningful observations of their strengths and areas for development. The childminder is swift to speak to parents about what she has noticed, such as in relation to children's physical development, and she signposts them to professionals when needed. The childminder then implements suggestions from professionals to help develop children's large-muscle skills. This is helping children to make good progress. n The childminder supports children who speak English as an additional language effectively. For instance, when children first start attending, she finds out key words in their home language, which help them to communicate their wants and needs. The childminder also uses these words to help support children during their transition period. n The childminder actively develops her own knowledge, which positively impacts on the quality of education. For example, she researches different ways to

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need to do better?

develop children's small-muscle skills, and then builds these into her planning. The childminder has found this really successful, and children have enjoyed opportunities to thread, pick up small items, mix and rip paper, which all contribute to their developing fine motor skills. n Children enjoy plenty of opportunities for fresh air and exercise. The childminder

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need to do better?

30 January 2024 takes them on regular outings, and they strengthen their physical skills at the park. Children also recall their recent visit to the farm and talk about the animals that they saw. n The childminder helps children to learn about people and cultures. For example, children learn about Chinese New Year. They read books, learn about traditional clothing, food and Chinese numbers. This helps children to begin to recognise similarities and differences between themselves and others. n The childminder is a positive role model for children. She helps them to learn to accept others in their games and to take turns. Children particularly enjoy games where they roll the dice and move their counters along the board. They do this successfully with appropriate support from the childminder. n The childminder prepares activities that are really inviting for children, such as to make play dough. Children cannot wait to join in, scooping flour and adding

p.2

need to do better?

water. However, the childminder does not fully consider how to deliver her planned intentions for learning relating to measuring. While the children enjoy the activity, they do not build on their knowledge and skills in this area. n Parents are very complimentary about the childminder. They say that their children thrive in the 'loving and caring' environment and that they could not leave their children in 'a safer pair of hands'. The childminder has established great relationships with parents. For example, she talks to them on a daily basis about children's learning and provides suggestions for ways that they can support this at home.

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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 strengthen the implementation of activities to ensure that interactions with children focus on the intended learning outcomes.

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Setting details

Unique reference number EY498903 Local authority Buckinghamshire Inspection number 10317287 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 5 Date of previous inspection 16 May 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Aylesbury, Buckinghamshire. She operates all year round, from 8am to 5pm, Monday to Thursday. The childminder holds an appropriate qualification. She provides funded early education for two-, three- and four-year-old children.

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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 childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector during the inspection and recalled some of their favourite activities and outings. n The inspector considered the written views of parents. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

30 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

30 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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