Celia Hudson

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 develop a close bond with the childminder and her assistants. They are kind, caring and attentive to children's needs, ensuring that children are happy and safe. Children settle quickly in the relaxed and nurturing environment. Young children are quickly reassured and comforted with a cuddle if they become upset.

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The provision is good

The childminder and her assistants offer an ambitious curriculum for all children. They know children's needs well and focus activities on children's interests and what they need to learn next. Children make good progress. For example, toddlers use ride-on toys and walk around, perfecting their walking skills. Older children have many opportunities to jump, run and climb in the well-resourced garden or in local parks. The childminder and her assistants take children to the local library and toddlers groups, developing children's confidence in different surroundings and helping them learn about their community.

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The provision is good

Children learn to be independent and develop confidence with their self-help skills. For example, they use cutlery and older children manage their own personal hygiene well without needing support. The childminder praises children for taking turns and is a good role model. She speaks to children with respect and values their ideas, which encourages them to do the same to others.

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need to do better?

n The childminder and her assistants know each child very well. As a team, they plan activities to nurture children's interests and inspire their learning. They regularly observe children's play and plan enjoyable and challenging activities to encourage their good progress. The childminder tracks children's learning to ensure they make good progress, using targeted next steps to close any gaps in development. n The childminder and her assistants support children's communication and language skills well. They allow children time to think and respond to questions and help them to learn new vocabulary. The childminder and her assistants use clear, simple language that younger children copy. Older children confidently join in with conversations, using longer sentences as they play alongside the childminder. n The childminder encourages children to develop a love of books and stories. For example, they look at the pictures and excitedly identify the characters they see.

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need to do better?

They join in with the childminder as she reads known phrases. However, during some activities the childminder does not take advantage of opportunities to challenge older children to make predictions and find out if they are correct. For example, children are not given the opportunity to consider where they might place their frozen 'dinosaur eggs' to see where they will melt more quickly.

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need to do better?

24 July 2024 n The childminder teaches the children to respect others and develops their understanding of other cultures and their beliefs. Children take part in key cultural celebrations, helping them understand the community and the world they live in. n The childminder and her assistant work well together, communicating effectively to ensure that children's needs are met effectively. They monitor their practice and evaluate the provision to identify areas for improvement. The childminder has links with local authority advisers and other childminders to gain new ideas and help develop her practice further. n Partnerships with parents are strong. Parent's praise the setting's 'nurturing and safe environment'. Many children and families have remained with the childminder for some time. The childminder knows families very well, and they keep in contact even as they grow older. She ensures that parents receive

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need to do better?

information about every aspect of their children's care and learning. For example, she uses daily communication and online messaging systems to ensure parents are well informed. n Children behave very well. They sit quietly at story time and have many opportunities to learn how to take turns. The childminder and her assistants consistently support children to manage their own behaviour. They offer extensive praise and encouragement. Children are confident and thrive through these positive interactions. n The childminder and her assistants reflect on their practice to help them make improvements. For example, the childminder completes regular, additional training to develop their practice further. She keeps up to date with any changes to help improve children's care and learning.

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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.

p.3

should:

n enhance opportunities to challenge older children's thinking and strengthen questioning to encourage them to make predictions and test their ideas to solve problems.

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Setting details

Unique reference number EY435653 Local authority Buckinghamshire Inspection number 10350950 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 7 Date of previous inspection 19 September 2018

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Information about this early years setting

The childminder registered in 2011. She lives in Chalfont St Giles, Buckinghamshire. The childminder cares for children from 8am to 5.30pm, Monday to Wednesday, during term time and school holidays. She works with two assistants. The childminder offers free early education for children aged two, three and four years. 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 provision. 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 the childminder's assistant, and

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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

24 July 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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