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

p.1

The provision is good

Children are happy and comfortable in the childminder's well-resourced setting. They demonstrate that they feel secure and safe in the care of the childminder as they explore her home and confidently greet visitors on arrival.

p.2

The provision is good

Children form good relationships with the childminder who is nurturing and attentive to their needs. She listens and responds intently to the children. They relish the praise and the encouragement that they continually receive from the childminder, who recognises their efforts and achievements. This contributes to the development of self-esteem, confidence and emotional well-being.

p.2

The provision is good

The childminder wants all children in her care to achieve well. She plans a curriculum that meets children's individual needs and interests. This helps her to close any gaps in their learning and development. As a result, children show good levels of engagement in the activities on offer and demonstrate positive attitudes to their learning.

p.2

The provision is good

The childminder is a good role model. She gently teaches children the importance of sharing resources and to say 'please' and 'thank you'. This helps children to be considerate to others and teaches them good manners.

p.2

need to do better?

n The childminder takes the children on a variety of interesting outings to help them learn about their local community. They visit local parks, farms, museums and attend social groups. They regularly visit the local retirement home, where they sing and dance with the home's residents. Children see different people and places, which gives them a deep understanding of the world they are growing up in. In addition, children learn to make meaningful connections with others which further supports their personal, social and emotional development. n With support from the childminder, children are self-confident and are learning to manage their own self-care. For instance, children are beginning to use the toilet independently and wash and dry their hands with little help from the childminder. This supports their independence skills effectively, ready for their move on to school. n The childminder plans activities and provides resources that she knows the

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need to do better?

children will enjoy. For example, children play harmoniously with one another and display great joy in their imaginative role play. They are engrossed in feeding and cuddling their baby dolls and continuously narrate their own play. This promotes children's understanding of the importance of caring for others and the joys of playing with their friends. n The childminder promotes the development of children's communication and

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need to do better?

19 April 2024 language skills successfully. She reads to them regularly and visits weekly music groups. Furthermore, the childminder narrates their play and includes them in conversations. For example, when children engage in an activity where they observe ice melt, she asks them to describe how it feels. Children use words, such as 'cold' and 'sticky'. These important interactions promote children's communication and language skills further. n Overall, the childminder wants children to a learn how to lead a healthy lifestyle. For instance, she provides children with nutritious snacks and engages them in teeth brushing activities. However, the childminder does not consistently recognise opportunities to extend this learning further, to help children gain an understanding of why it is important to look after their overall health and well- being. n The childminder weaves mathematical learning into activities by asking children

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need to do better?

to count objects. However, she is less confident in further supporting children's mathematical understanding, for example by explaining the correct number sequence if children recall numbers incorrectly. This means, on occasion, children do not receive consistent teaching to build on their existing mathematical skills. n Parents speak highly of the committed childminder and the care their children receive. Parents comment that they are kept regularly informed about their children's day-to-day activities and progress. The childminder works collaboratively with parents to support their children's development and learning, both at the setting and at home. For example, she works with parents when children are ready to be toilet trained. n The childminder fully understands the importance of keeping her knowledge and understanding of childcare updated. She regularly completes professional development courses and reads relevant information and literature.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n provide more consistent support for children to develop an understanding of the benefits of making healthy choices n strengthen skills in supporting children's early mathematical development and understanding of number.

p.3

Setting details

Unique reference number EY386752 Local authority Buckinghamshire Inspection number 10335743 Type of provision Childminder

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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 4 Date of previous inspection 26 June 2018

p.4

Information about this early years setting

The childminder registered in 2009. She lives in Aylesbury, Buckinghamshire. The childminder's provision is open all year round from 8am to 5.30pm, Monday to Thursday and 8am to 4.30pm on Friday, except for family holidays agreed in advance. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 observed the implementation of the curriculum during activities indoors and assessed the impact this has on children's learning. n The inspector carried out a joint evaluation of an activity with the childminder and they discussed their findings. n The inspector spoke to children to find out about their time at the setting. n The childminder provided the inspector with a sample of key documentation on request, including records of paediatric first-aid training and registers. n The inspector considered the views of parents provided on the day of the inspection.

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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

19 April 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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