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 Outstanding

p.1

The provision is good

The childminder supports children in learning vocabulary to help them talk about their feelings. For instance, when looking at pictures, they speak about what makes the people they see happy or sad and why that might be. The childminder reads lots of stories to the children, such as 'The Story Book Wolf'. The children know the story well and confidently retell it, using the pictures as guidance. The children love to engage in role play. They pretend to be the three little pigs in their tent and ask the childminder to be the wolf coming towards them.

p.2

The provision is good

The childminder encourages children to become confident in their understanding of mathematical concepts. She supports and encourages children to count during their play. They sort toys into colours then count them and work out simple addition and subtraction. Younger children count the steps they take when going upstairs for their nap. Children build with bricks, and they make a castle and build tall towers.

p.2

The provision is good

The childminder takes children on local outings that link to their interests, such as when they go on a 'Gruffalo Trail'. The children begin to learn about the emergency services. They know the telephone number to call in the event of an emergency and practise fire drills to ensure that they understand the procedures to follow.

p.2

need to do better?

n The childminder and her co-childminder work in partnership with each other to provide a high-quality childminding service. They know their roles and responsibilities well and carry them out seamlessly throughout the daily routine. The childminder has ensured that all mandatory training is updated, including safeguarding and paediatric first aid. The childminder has also completed training on 'Autism'. However, there is less focus on improving knowledge and understanding of the planning and implementation of the early years foundation stage curriculum. n The childminder has a secure understanding of safeguarding procedures and how to keep children safe. They are supported in taking risks, such as coming down the slide on their own. The childminder ensures that there is artificial grass at the end of the slide to soften children's landing. Children are checked frequently while they sleep to ensure that they are safe and well. They are

p.2

need to do better?

encouraged to learn how to use a knife correctly and strengthen their hand muscles during the daily routine. For instance, they cut the banana at snack time. n The childminder knows how young children learn and plans activities across all areas of learning. This helps to prepare children to develop the skills and knowledge they need for their move to school. The childminder knows all the children very well and takes into consideration their interests, individual needs

p.2

need to do better?

23 April 2024 and stage of development. The information is used to plan and provide activities the children will enjoy. However, on occasions, there is less successful engagement with the younger children who lose interest and move away. n Children are encouraged to become independent throughout the daily routine. For instance, older children help to serve lunch to their friends and take themselves to the toilet. While younger children are supported in removing their shoes before bedtime, and they learn to tidy up when they finish playing with the toys. All children learn good manners, and they are encouraged to take turns and say 'please' and 'thank you'. n The childminder offers a nurturing environment where children feel safe and secure. Children happily sit with the childminder and cuddle up when they read stories. They behave well, and they are learning to be kind and caring to their friends. The childminder encourages children to sing songs and talks to them

p.2

need to do better?

about what they are doing throughout their play. This helps to support children's communication and language skills. n Partnership with parents and other professionals is effective. The childminder shares information through an app, where they exchange photos and updates on how children have been. Parents confirm they can see their child's development progressing well. They feel both the childminder and her co-childminder are very approachable, sensitive to the family and fully support them with their children's individual needs.

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 extend continuous professional development to include the areas of learning and further enhance skills and knowledge in the planning and teaching of the curriculum n strengthen the learning support that is provided for the younger children when implementing the activities that are provided.

p.3

Setting details

Unique reference number EY280530 Local authority Buckinghamshire Inspection number 10335781 Type of provision Childminder

p.4

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 14 Date of previous inspection 27 June 2018

p.4

Information about this early years setting

The childminder registered in 2004. She works with another registered childminder and minds from her co-childminder's home in Chalfont St. Peter in Buckinghamshire. The childminder operates all year round, from 8am to 6pm, Monday to Wednesday. The childminder provides funded early years 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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to children to find out about their time at the setting. n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector took account of parents' views of the setting. n The childminder provided the inspector with documentation as required.

p.4

Inspection activities

23 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

23 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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