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 Requires improvement

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The provision is good

The childminder has created a calm, homely and nurturing environment that enables children to feel safe and secure. Children demonstrate this as they settle quickly and confidently snuggle up with the childminder when they need reassurance or comfort. The childminder makes learning fun. She plans a wide range of activities and experiences that children thoroughly enjoy. As a result, children are motivated, show high levels of engagement and spend extended time exploring activities of their choice. For example, children concentrate as they build tall towers with construction blocks and keep trying as they complete a range of puzzles, count and recognise colours. All children are making good progress from their starting points.

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The provision is good

The childminder praises children for the smallest of acts and achievements, which supports their self-esteem. She patiently guides children's behaviour and encourages them to take turns, be kind and play together cooperatively. Children behave well. They are polite, and they show emotional resilience and are developing the skills to start to recognise the needs of others around them. The childminder places importance on children learning about the local community and the wider world around them. Children attend weekly groups, go to the library and take regular walks in the surrounding outdoor areas. This helps them to become inquisitive and curious learners, builds their confidence and supports their overall health and well-being.

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need to do better?

n Since the last inspection, the childminder has taken significant action to drive improvements across her setting. She has attended training and made changes to her curriculum and the environment. This has had a positive impact on children's learning and development. The childminder is reflective of her own practice and on the quality of service she provides. She has sought regular support and advice from the local authority so that she can support children to make the best possible progress. n The childminder implements a child-led and flexible curriculum that helps to promote children's development in all areas of learning. She uses observations and assessments of children's skills to build and extend on what they already know and can do. Overall, the childminder's learning intentions for the children are clear, and she provides exciting learning opportunities and activities for children. However, at times, the childminder does not always ensure that

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need to do better?

children understand her expectations at key transition times, such as during mealtimes and self-care routines. As a result, some children loose interest and miss the opportunity to extend their learning or master new skills during these times.

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need to do better?

4 June 2024 n The childminder supports children's communication and language skills very well. She gets down to the children's level and makes eye contact as she speaks. Children enjoy engaging in back-and-forth conversations as they play. For example, they discuss recent holidays and going on a plane. Children take turns to listen to what each other has to say. The childminder sensitively models the correct pronunciation of words when these are mispronounced. Subsequently, children have lots of opportunities to hear varied vocabulary and make good progress with their language skills. n The childminder makes learning fun, which helps children develop a positive attitude to learning. For example, children delight in showing visitors a musical book. They jump with joy while they giggle and dance to the music. Children spend time using the play kitchen and associated resources as they make a 'birthday cake' to celebrate an upcoming birthday. They sing, count the candles

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need to do better?

on the 'cake' and use language such as 'big' and 'small' as they share out the 'cake' equally. n The childminder is beginning to develop partnerships with the other settings that children attend. She liaises with pre-school staff to make sure that she is aware of children's care needs and what they are learning. However, arrangements to share information between the different settings children attend are not fully embedded. This does not support the childminder to ensure that children fully benefit from consistency in their care and education. n The childminder establishes close relationships with parents. She communicates regularly with parents and keeps them updated about their children's development and progress. Parents speak highly of the childminder and say their children have come on in 'leaps and bounds' from their individual starting points.

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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 review and enhance the organisation of routines so that children are meaningfully engaged during these times and understand what is expected of them n strengthen partnerships with other settings that children attend to promote consistency in children's care and learning.

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Setting details

Unique reference number EY496736 Local authority Buckinghamshire Inspection number 10304610 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 5 Date of previous inspection 4 July 2023

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Information about this early years setting

The childminder registered in 2015 and lives in the village of Loudwater, near High Wycombe, Buckinghamshire. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with leaders and have taken that into account in their evaluation of the childminder. n The inspector completed a learning walk of the spaces that are used by the children and discussed the different activities that the childminder provides to support children's learning and development. n The inspector observed the quality of interactions between the childminder and the children and assessed the impact of these on children's learning. n The inspector observed an activity and evaluated this with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 June 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

4 June 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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