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 provides a safe and welcoming environment for children and is very attentive to their individual needs. She understands that children thrive and learn best when they feel secure. Therefore, she prioritises their emotional well- being. Children show that they are very happy and comfortable in the childminder's care. They seek reassurance when needed and enjoy her warm interactions with them. The childminder is a good role model. Children respond positively to her kind and caring approach. They learn how to play harmoniously and to treat others with respect.

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The provision is good

Children benefit from many opportunities to support their communication and language skills. For example, during activities, the childminder provides a commentary, models good conversational skills and introduces new vocabulary. Young children are vocal and repeat familiar words and phrases in response to the childminder's warm interactions. For example, children join in when singing familiar songs and take great pride in naming and identifying objects in books.

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The provision is good

Children gain a good understanding of healthy lifestyles. The childminder encourages them to follow good hygiene routines, such as regularly washing their hands. She teaches children about healthy food choices.

p.2

need to do better?

n The experienced childminder has a secure understanding of how children learn and develop. She provides a broad curriculum that is based around the things that children enjoy. This keeps children interested and inspired to learn. For example, the childminder identifies that children are interested in animals. Therefore, she provides books and toys to help them explore this further. The childminder skilfully extends children's learning during their play, such as by introducing animal sounds and names to support children's developing language skills. n Overall, the childminder supports children to develop valuable self-care skills. For example, children learn to use the toilet and wash their hands. In addition, the childminder encourages children to become confident to make choices about what to play with and learn to feed themselves. However, there are some inconsistencies in the arrangements to promote independence as the

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need to do better?

childminder completes tasks for children without recognising the benefit of encouraging them to attempt these for themselves. n Children make good progress from their individual starting points. They enjoy the many activities the childminder plans for them, indoors and outdoors, that build well, overall, on their skills and understanding. For example, children develop their hand-eye coordination and fine motor skills as they practise their

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need to do better?

26 July 2024 early writing skills, complete puzzles and fix building blocks together. n The childminder organises her home and resources effectively to ensure that children access a wide variety of interesting activities in all areas of learning and development. For example, she encourages children to develop their interest in water play as they empty buckets of water into troughs and excitedly watch the water run along pipes and back into the buckets. However, the childminder does not consistently follow children's natural curiosity to provide challenge and extend children's learning even further. For example, when children show an interest in floating sticks and leaves in the water, the childminder does not identify the opportunity this presents to extend their curiosity. n The childminder takes a proactive approach to developing her skills. She continually reflects on what she can do to develop her practice. She undertakes

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need to do better?

training that is targeted at improving her knowledge and considers how she can use this to benefit the children in her care. For example, she has researched how to develop her understanding of how to support children with special educational needs and/or disabilities. n Parents value the childminder's service and describe her as knowledgeable, warm and caring. They feel informed about the progress their children are making. Parents appreciate that the childminder shares information with them about how to support their child's learning at home. Parents appreciate the wide variety of experiences that the childminder offers, to enrich children's learning and develop their understanding of the world. This includes outings to the town centre shops, local parks and farms.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen opportunities for children to further develop their independence and do things for themselves n enhance the opportunities for children to follow their interests and make choices in their play to support them to become motivated learners.

p.3

Setting details

Unique reference number 107652 Local authority Buckinghamshire Inspection number 10351173 Type of provision Childminder

p.4

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 6 Date of previous inspection 11 October 2018

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Information about this early years setting

The childminder registered in 1999. She lives in Chesham, Buckinghamshire. The childminder offers care from Monday to Friday, 7.30am until 6pm, for most of the year. The childminder receives funding for the provision of free nursery education to children aged two, three and four years.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in her evaluation of the provider. n The childminder and the inspector discussed how the childminder organises her early years setting, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and children.

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Inspection activities

26 July 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

26 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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