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

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The provision is good

The childminder and co-childminder provide a very welcoming, homely and nurturing environment for children. They create an appealing learning environment that actively enhances children's natural curiosity and concentration. The childminder interacts warmly with all children in her care and immerses herself in their play, such as when children giggle as she places shapes on her eyes to imitate glasses. She knows them well and supports their increasing ability to critically think. For example, older children show good imagination and make models of houses with magnetic shapes. They talk interestingly with friends about the unique features of their models. Older children work collaboratively to solve challenges they face. For example, when they run out of shapes, they suggest joining their houses together. This helps to prepare them well for their eventual move to school.

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The provision is good

The childminder supports children well to become independent. She works closely with parents to develop children's self-care skills, such as using child-safe knives to cut their fruit into smaller pieces. The childminder helps children persevere at different tasks, for example, she offers them techniques to help them put on their shoes and take them off. The childminder establishes clear routines and reminds children to tidy away their toys when they finish playing with them. The younger children copy the older children and impressively tidy away. The childminder ensures that children understand the importance of following this task. Children know they do this to minimise trip hazards.

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need to do better?

n The knowledgeable and capable childminder helps children to become confident communicators from an early age. She provides an ongoing commentary and enriches children's vocabulary as they play. For example, she introduces words, such as 'juicy', 'refreshing' and 'sour' when children taste lemons. Older children apply these words in context, showing their developing understanding. In addition, the childminder shares the names of fruits children eat in Afrikaans. This helps to raise children's awareness of different languages people speak. n The childminder makes children's learning exciting. Children show extremely positive attitudes and eagerly investigate the natural objects on offer, such as when the childminder gives them a large clump of ice with items inside. Children are fascinated by this and think of ways to release the hidden objects. The childminder encourages children to observe and discuss what they see. She

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need to do better?

offers explanations for new concepts, such as if children pour warm water on the ice it will melt and reveal the items. In this way, children acquire new knowledge as they make sense of the world around them. n The childminder effectively promotes children's health and hygiene routines. She teaches children to wash their hands thoroughly after returning from the garden

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need to do better?

25 June 2024 and before mealtimes. The childminder provides a range of nutritious meals and introduces more unusual foods, such as gooseberries and passion fruit. She places a strong emphasis on teaching children about good oral hygiene. Children learn that sugary foods are not good for their teeth and may cause 'cavities'. Children independently drink water throughout the day from their water bottles. The childminder supports their safety in the sun. She sets up areas of shade in the garden to assist children's physical well-being and enjoyment in the fresh air. n The childminder's outdoor environment is a good feature of the setting. Children of all ages develop their physical skills as they learn to climb several steps to reach the bottom and top of the garden. The childminder teaches children to understand their capabilities. Younger children try hard to balance on scooters and push themselves along. Older children build their stamina and control as

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need to do better?

they ride and manoeuvre in toy cars, carefully avoiding obstacles. n The childminder proactively reflects on what she does well and identifies any improvements. For instance, she creates a curriculum that successfully focuses more on supporting children's independence, self-esteem and resilience. However, on occasions, the childminder does not focus her planning precisely enough to build on individual children's prior learning. At these times, she does not fully consider the best ways to extend and deepen children's knowledge to maximise their learning. For example, the childminder adds more and more resources to a planned group activity, when children are already exploring happily with what they have. This interrupts children's thought processes and engagement as they choose to stop what they are doing and use the new resources. n The childminder forms strong and trusted bonds with parents. She regularly

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need to do better?

keeps them informed about children's time with her, through discussions and sending them photographs and videos of their children achieving something new. Children love to talk about these with their parents at home. This helps to enhance children's memories as they recall their experiences.

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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 refine planning and organisation of group activities, to consistently and precisely build on individual children's existing knowledge and skills.

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Setting details

Unique reference number EY501390 Local authority Buckinghamshire Inspection number 10260068 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 11 Date of previous inspection 15 August 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Hazelmere, High Wycombe, Buckinghamshire. The childminder works with a co-childminder. She operates from Monday to Thursday, from 7am to 6pm, all year round. The childminder is eligible for funding for the provision of free early years education for children aged two, three and four years. She holds a relevant 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 provider. n The childminder showed the inspector around the premises and discussed how they ensure it is safe and suitable for children. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The co-childminder and children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n Parents shared their written views of the education and care their children

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Inspection activities

receive with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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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

25 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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