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 demonstrate that they are happy and secure in the care of the kind and caring childminder. She is attentive to their needs and has warm bonds with them. For instance, children snuggle up to her during story time and when they need reassurance. This helps the children in her care to feel welcome and secure. The childminder consistently encourages and praises the children during their play, which helps to build their confidence and self-esteem.

p.2

The provision is good

Children follow a curriculum that is individually tailored to meet their needs and matches their current interests. As a result, children show good levels of engagement in the activities on offer and demonstrate positive attitudes in their learning. For example, children glue and stick shapes, leaves, flowers and smiley faces on to paper. Young children smile with joy and say 'happy' as they stick the smiley faces on to their creations. This supports children's artistic skills and strengthens their small finger muscles effectively. Furthermore, the childminder consistently narrates the activity and describes new words such as 'star', 'flower' and 'heart'. Children learn the meaning of new words and extend their vocabulary through learning and playing.

p.2

The provision is good

The childminder has high expectations of children's behaviour and is a good role model. For example, she explains to them the importance of taking turns and sharing resources. This helps children to understand how to play with their friends and builds their developing social skills successfully.

p.2

need to do better?

n The childminder understands how to support children's learning and development. She skilfully interweaves mathematical learning during her interactions with children as they engage in activities. For instance, the childminder counts and sings with children to their favourite book 'Ten in a Bed'. She uses visual props to bring the story to life and encourages the children to take part. This promotes their early mathematical understanding well and helps children to visualise the meaning of number sequence. n The childminder understands that children need fresh air and regular exercise. They go on walks, dance to music and move their bodies to action songs. This supports children's physical development, strengthens their growing muscles and promotes their overall well-being. n The childminder plans some activities to help children learn about the world they are growing up in. For instance, she marks different religious festivals with the

p.2

need to do better?

children in her care, such as Eid and Christmas. However, she has not fully considered how to help children learn extensively about the wider world. This means, children do not gain a broader knowledge and understanding of the

p.2

need to do better?

22 April 2024 environment that they are growing up in. n Although, the childminder asks children questions during adult-led activities, she does not fully support children to contribute with their own ideas and thoughts. Instead she answers for them and does not further challenge them to add their own discoveries. n The childminder supports children's independence effectively. For example, with the support from the childminder young children feed themselves and wash their hands before mealtimes. Furthermore, the childminder encourages children to help at tidy up time. This promotes children's personal development successfully and teaches them the rules of the childminder's setting. n The childminder gathers detailed information about children and their families from the start. She finds out about children's routines, interests and their development at home before parents leave children in her care. She uses this,

p.2

need to do better?

along with her own assessments of children's learning, to plan for the next steps in their development. This helps children make good progress from their starting points. n Partnerships with parents are strong. Parents comment that they feel their children have made good progress and that they feel extremely happy and safe in the childminder's care. The childminder works in collaboration with parents to support their children's personal development at home. For example, she works with parents when children are ready to be toilet trained and shares resources with them. n The childminder fully understands the importance of keeping her knowledge and understanding of childcare updated. For instance, she regularly completes professional development courses and reads relevant information. Additionally, she works in partnership with other professionals to further support the children in her care.

p.3

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 improve opportunities for children to gain a wider understanding of the world in which they live n strengthen interactions during adult-led activities to better encourage children to contribute their thoughts and ideas.

p.3

Setting details

Unique reference number EY499397 Local authority Buckinghamshire Inspection number 10335128 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 5 June 2018

p.4

Information about this early years setting

The childminder registered in 2016. She lives in High Wycombe, Buckinghamshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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.

p.4

Inspection activities

22 April 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.

p.4

Inspection activities

22 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6