Norton, Ines Fleur

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy and confident at the childminder's home. The childminder and her two assistants plan a wide range of activities that build on what children know and can do.

p.2

The provision is good

Children are developing their physical skills as they negotiate space, balance, and coordination. The childminder plans activities that support children in learning about their bodies. Younger children are beginning to take tentative steps. The childminder offers encouragement and praise, and the children show pride in their achievements. She teaches children how to stay safe in hot weather. For example, the childminder models sun safety by applying sun cream and hats. She encourages children to access drinking water often.

p.2

The provision is good

Children enjoy learning about the world around them. The childminder considers children's experiences and interests and provides new opportunities. For example, children learn about taking a bus. They enjoy bus rides to the museum, where they learn about different animals and insects.

p.2

The provision is good

Children develop positive relationships with their peers. The childminder is a good role model and shows care and kindness to the children. She talks to them about sharing the toys, which helps children to share and show care towards their friends. They enjoy imaginative play where they create a shop. The childminder helps put boxes on the shelves, ready for the children to choose from and buy. They use shopping trolleys to choose their food and pay at the till.

p.2

need to do better?

n The childminder and her assistants share an ambitious vision of what they want children to learn. They strive to provide inclusive care that meets the varying ages and stages of the children. They adapt their teaching to meet the individual needs of the children they care for. n The childminder supports the professional development of the assistants she works with. She does this through supervision and discussion about current practice. The childminder and assistants share their ambition for the learning and training they would like to do. When the childminder attends training, she shares new learning with the assistants. This helps to further develop the assistants' skills in teaching in the early years. n Parents know what their children are learning and the progress they make. The childminder shares information each day through discussion at collection time. She also offers suggestions and ideas for children's learning. This helps parents

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need to do better?

know how they can support their children at home. n Children begin to develop communication and language skills with the

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need to do better?

20 June 2024 childminder's support. They listen to and join in with familiar songs and rhymes. Children develop a love for books and enjoy looking at and sharing what they see in the pictures. The childminder makes books accessible in many activities. For example, children enjoy looking through and exploring waterproof books during water play. However, at times adults offer a lot of information in short succession. This impacts the children's ability to process and respond with their thoughts. This does not fully support children to extend their early communication and language development. n The childminder sets clear expectations for children's behaviour. She is gentle and kind when she talks to children about the toys they are choosing and how to take care of them. For example, the childminder teaches children to ask when they want to add new toys to the water tray. She explains that the toys with

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need to do better?

batteries will stop working if they get wet. This helps children understand their actions have an impact. n A well-established key-person system helps children form secure attachments. The childminder and her assistants build lasting relationships that support children's well-being. Children form strong bonds with their key person. They choose to engage the adults caring for them in their play. Children are beginning to develop independence skills. However, the childminder and assistants are not consistent in their approach to encouraging children to do things for themselves. This prevents children from extending their independence skills further. n Children are beginning to manage their own emotions. The childminder helps children decide if they want help or if they want space. This approach helps children recognise their feelings and regulate how they feel. The childminder offers comfort and reassurance that supports the emotional development of the

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need to do better?

children. She talks with children about their feelings and what they can do to feel better.

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 skills in recognising when to give children more time to express themselves to support their early communication skills n provide more consistent support for children to build further on their independence skills.

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Setting details

Unique reference number 2716105 Local authority Buckinghamshire Inspection number 10354414 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 24 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Aston Clinton. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a relevant qualification at level 3. The childminder is registered to receive funding for the provision of free early education for children aged two, three and four years.

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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 viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision. n Children communicated with the inspector during the inspection. n The inspector talked to the assistants at appropriate times during the inspection and took account of their views. 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 Parents shared their views of the setting with the inspector.

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Inspection activities

20 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

20 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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