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

Children enjoy their time in the care of the nurturing and patient childminder. They demonstrate that they feel safe and secure in her care as they confidently explore the childminder's setting. For example, children demonstrate high levels of enjoyment as they engage in their self-chosen, imaginative role play. The childminder has warm bonds with the children and listens intently to what they have to say. Furthermore, she asks them questions and engages them in topics that they are interested in. For instance, the childminder asks the children to name different dinosaurs, animals and insects. Children relish the praise and encouragement that they continually receive from her. This positively contributes to their self-esteem and emotional well-being and supports their developing communication skills successfully.

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The provision is good

The childminder wants all children to achieve well. Children follow a curriculum that is tailored to meet their needs and current interests. As a result, children demonstrate positive attitudes to their learning. Before children start, the childminder finds out about their routines and development at home. She uses this information, along with her own assessments of children's learning, to plan for the next steps in their development. Children make good progress from their starting points.

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The provision is good

The childminder is a positive role model. She gently teaches children the rules of her setting to keep them safe and secure. This encourages children to behave very well and consistently follow the childminder's instructions.

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need to do better?

n The childminder promotes children's speech and language development effectively. She consistently narrates their play and extends their developing vocabulary with new words. For example, when children go on a bug hunt, she incorporates words such as 'wood lice', 'slug' and 'magnifying glasses'. Additionally, she sings songs and reads to the children regularly. This promotes children's emerging language development and helps them to develop a love for stories and books. n The childminder wants children to learn about numbers and develop their counting skills. Nevertheless, she does not make the most of these learning opportunities during play and activities to further engage children in their mathematical learning. This means children do not fully gain an understanding of number sequence and early mathematical concepts to support their ongoing learning. n Children develop their self-care and independence skills well. For instance, with

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need to do better?

the support from the childminder, all children wash their hands, cut their fruit at

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need to do better?

6 June 2024 snack time and help to tidy up. This promotes children's personal developmental and helps them to become independent learners, ready for their move on to pre- school and school. n Overall, the childminder plans her curriculum well. However, very occasionally, the childminder is less successful in delivering the activities that she plans. For example, when children are encouraged to look for bugs and insects to observe them further, some children lose focus and wander off to engage in other activities. This means, at times, not all children benefit from the intended learning. n The childminder promotes children's social skills and interactions effectively and gives them an understanding of their local community. For instance, they attend local playgroups and meet up with other childminders who care for children of similar ages. Children form new friendships and meet different people, which enables them to make meaningful connections with others.

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need to do better?

n Children benefit from fresh air and physical exercise every day. The childminder takes the children on a variety of outings. They go on nature walks and visit local parks and playgrounds. This helps them to build their small and large muscles, provides plenty of physical exercise and promotes their overall well- being. n Partnership with parents is strong. Parents praise the wide range of learning opportunities their children experience in the childminder's care. They say they feel well informed about their child's development and progress. The childminder shares information with parents about their child's day. Additionally, she works collaboratively with parents, such as when children are ready to be toilet trained. n The childminder ensures that she keeps her knowledge and skills up to date. She completes ongoing professional development courses and reads relevant literature to further support the children in her care.

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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 make further use of opportunities during play and activities to teach children about number sequence and recognition to support their ongoing learning n strengthen the implementation of adult-led activities to fully support all children's learning needs and help them benefit from the planned learning.

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Setting details

Unique reference number EY500936 Local authority Buckinghamshire Inspection number 10350867 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 3 Date of previous inspection 6 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Chesham, Buckinghamshire. She operates all year round, from 7.30am to 5pm, Monday to Thursday, except for bank and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 inspector observed the implementation of the curriculum during activities indoors and outdoors 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 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.

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Inspection activities

6 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

6 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

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