Childminder in Buckinghamshire

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

There are breaches of the safeguarding and welfare requirements that mean that children's safety is not adequately promoted. The childminder does not have a sufficiently robust knowledge of her safeguarding responsibilities. In addition, there are weaknesses to promoting children's learning. Children do not have access to a broad-ranging curriculum. Activities and resources provided are poorly planned and do not provide adequate challenge for different ages of children. Children become bored because this approach does not meet their interests.

p.2

The provision is inadequate

Children are well behaved but opportunities for them to form positive attitudes are limited. The childminder does not encourage children to try new experiences or 'have a go'. Children do not have enough opportunity to persevere or develop a positive attitude to learning. Despite this, children enjoy playing alongside each other and sharing toys. They form a strong bond with the childminder, who shows kindness and reassurance to them when needed.

p.2

The provision is inadequate

As a result of weaknesses in teaching, children are not prepared well for their future move to school. They do not learn the social and emotional skills they need to allow them to adapt from a homely environment to the classroom.

p.2

need to do better?

n The childminder does not have a sufficiently clear understanding of safeguarding and has not kept her knowledge up to date. In addition, she does not support parents with online safety to spot potential signs that could indicate a child is at risk. n The childminder provides meals and snacks that children enjoy but does not ensure that these support a healthy, balanced diet. For example, children eat and drink sugary items such as juice, biscuits and jam and these are not balanced with healthier items. The childminder does not provide enough encouragement for children to try nutritious foods or retry foods that they have previously declined. This does not support children to make choices or develop the habits that contribute to a healthy lifestyle. n The childminder does not have a secure understanding of how children learn. In addition, she does not have a sufficiently clear knowledge of what individual

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need to do better?

children know, and what they need to learn next. As a result, the childminder's curriculum is not targeted appropriately to reflect children's learning and developmental needs. Some activities are too complex for those taking part. For example, when children of different ages are included in the same activity, the childminder does not recognise that younger children do not have the skills they need to take part, such as being able to use scissors. Children do not benefit from the intended learning because activities are not appropriate for their ages

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need to do better?

26 April 2024 and abilities. n The childminder is not aware of her statutory duty to address any concerns regarding the children's learning and development with their parents. She does not recognise the need to act promptly to seek support from both parents and external professionals when observing any potential developmental concerns. Consequently, any gaps in learning are not swiftly closed. This does not help to ensure that any potential special educational needs and/or disabilities (SEND) are identified, which reduces the chance for children to catch up. n Some aspects of the childminder's practice are effective. For example, the childminder provides opportunities for children to learn about the local and wider world. They visit local toddler groups, the library and park. The childminder networks with another local childminder to provide experiences for children to learn about the lives and experiences of others. This helps children to develop

p.2

need to do better?

valuable social skills n Arrangements to work in partnership with parents are not fully effective. The childminder struggles to communicate with parents regarding concerns she may have, or to respond to concerns parents raise. For example, communication about children's learning does not always result in agreed solutions and issues are not addressed. However, the childminder takes time to speak to parents when they arrive to collect their child. This helps to ensure that parents know how children have spent their day.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

develop a secure and up-to-date knowledge of safeguarding issues, including online safety, to be able to respond to any situation that may arise 29/05/2024

p.3

Due date

review and develop the meals, snacks and drinks offered to children, to ensure that they are healthy and balanced enough to support children's health 29/05/2024

p.3

Due date

26 April 2024 ensure that there are appropriate arrangements in place to work with parents and other professionals to identify and support children with SEND 29/05/2024

p.3

Due date

devise and implement a broad and challenging curriculum that reflects the interests and learning needs of all children attending. 29/05/2024

p.4

Setting details

Unique reference number 2663239 Local authority Buckinghamshire Inspection number 10335050 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 7 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Little Chalfont in Amersham. She operates during term time from 7.30am to 6pm, Monday to Friday. The childminder has a recognised childcare qualification at level 3.

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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 Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. 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.

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Inspection activities

26 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.

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Inspection activities

26 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

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

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