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 creates a warm and positive environment where children are welcomed and are keen to learn and play. She helps children to settle quickly into routines that help them feel secure and confident. Children have a very close relationship with the childminder. For example, they come to her when they are upset for reassurance.

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The provision is good

Children engage well in their chosen activities and are motivated and enthusiastic learners. For example, the childminder encourages children to make marks as they run around the garden completing a scavenger trail. Older children excitedly talk about what they have found. The childminder interacts positively with children. As a result, children listen and respond attentively when she speaks to them. She provides resources that allow children to play creatively. For example, children use the mud kitchen to make meals and wash cars in the 'car wash'. Children make good progress in their learning and benefit from a variety of interesting learning experiences.

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The provision is good

The childminder is a positive role model who provides a wealth of praise and encouragement. She gives clear guidance to support children's good behaviour. This supports children's good emotional well-being. Children learn how to be kind and to play cooperatively. They move freely around and choose how they want to play.

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need to do better?

n The childminder plans a curriculum that carefully considers children's interests. She thoughtfully plans a range of innovative and stimulating activities and experiences. The childminder builds skilfully on what children already know and can do. She observes and assesses children and uses what she knows and what parents tell her to plan effectively for the next steps in children's learning. n The childminder supports children's language and communication skills effectively. For example, she uses clear, simple language that younger children copy. The childminder provides a narrative during children's play and engages them in meaningful conversations. Older children communicate well and eagerly respond to simple questions and instructions. However, the childminder is less confident in supporting children's learning in early mathematics. For example, at times, she does not recognise opportunities to extend and reinforce children's

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need to do better?

understanding of mathematical ideas as they play. n Partnership with parents is strong. They appreciate the good care and interesting experiences that the childminder provides for their children. The childminder ensures that parents receive information about every aspect of their children's care and learning. For example, she uses daily communication and

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need to do better?

10 May 2024 online messaging systems. The childminder works with parents to encourage children in their personal care and self-help skills. For example, children learn to go to the toilet independently. n The childminder promotes children's good health and follows good hygiene practices. Children develop an awareness of hygiene routines from an early age. For example, they learn to wash their hands independently. Children benefit from being physically active every day. For example, they have lots of fun as they run around the garden and skilfully use ride-on toys. n Children benefit from a range of learning opportunities in the local area. They learn more about the wider world on their frequent outings to local parks and toddler groups. Children have regular opportunities to socialise with other children and adults, which helps to support their social development effectively. n Children engage in imaginative play as they care for 'patients' in the 'hospital'.

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need to do better?

They take the patients' temperature and gently put plasters on wounds. However, on occasion, the childminder intervenes too quickly when a child is having difficulties with an activity, rather than encouraging them to keep trying. This does not fully support children to explore their ideas further and develop their problem-solving skills. n The childminder reflects on her setting and carefully considers where she can make improvements. She demonstrates a commitment to ongoing improvement and actively seeks the views of parents and other childminders and professionals to achieve a good level of provision. For example, she liaises with other childminders in the area, and they share ideas of good practice and keep up to date with any new legislation.

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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.

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should:

n strengthen teaching strategies to consistently promote children's early number and mathematical skills even more effectively n provide more support and encouragement for children to develop their thinking and problem-solving skills.

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Setting details

Unique reference number EY423180 Local authority Buckinghamshire Inspection number 10335206 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 12 Date of previous inspection 7 June 2018

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Information about this early years setting

The childminder registered in 2011 and lives in High Wycombe, Buckinghamshire. The childminder operates all year round, from 7.45am to 6pm, Monday to Friday. She holds an appropriate home-based childcare qualification.

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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 and the inspector completed a learning walk together around the areas of the childminder's home used for childminding. n The inspector talked to the childminder at convenient times during the inspection to discuss her practice. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises. n The inspector and childminder discussed an activity and talked about how it supports children's learning. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to, and interacted with, the children.

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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

10 May 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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