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 are confident and independent learners who progress well in all areas of their learning. The childminder is focused on supporting children to reach their full potential in a fun and enjoyable way. She offers a well-designed curriculum that focuses on children's interests. For example, to help children learn about the life cycle of plants, the childminder recently organised a trip to a sunflower field. This sparked children's interest in planting and tending to their own sunflowers. They know the conditions that sunflower seeds need to grow. This helps children develop a good understanding of nature and the world around them.

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The provision is good

The childminder places a high priority on supporting children's personal, social and emotional development. She is a good role model and interacts with children in a warm and gentle manner. Children build secure relationships with the childminder and find her to be very responsive when they approach her for help. They follow her lead and carefully consider ways to help their friends. For instance, they manoeuvre around the garden in their own wheeled toy cars. Children notice when some of their friends struggle to pass through a small space. They show kindness and consideration as they reposition their friend's car to help them get through.

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The provision is good

The childminder encourages children to persevere when learning to manage their care needs, such as dressing themselves to go outdoors. Children love to do well. They proudly show the childminder their accomplishments, saying, 'I did it.' This helps children feel a sense of achievement and successfully promotes their self- esteem.

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need to do better?

n The childminder provides children with a range of stimulating activities that ignite their curiosity. Children happily explore on their own, as well as together. They keenly observe what happens and try to make sense of their findings. For example, children learn that if they let go of their toys at the top of guttering tubes placed at a gradient, their toy cars move fast. They squeal with delight as their cars quickly reach the ground. Other children join in the play and test other items, such as balls. In this way, they discover that objects with curved edges roll down faster than ones with straight edges. This supports children's early mathematical understanding of the properties of shapes, as well as enhancing their problem-solving skills. n Children love to be physically active in the fresh air. They develop impressive climbing skills as they repeatedly use the slide in the childminder's garden. In

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need to do better?

addition, children practise their hand-eye coordination and fine motor skills as they carefully pour different amounts of water into narrow vessels. The childminder promotes children's scissor skills as they snip away grass in their

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need to do better?

10 September 2024 home-made fairy garden. These activities help to strengthen the small muscles in children's hands ready for early writing skills. n The childminder reviews children's ongoing progress regularly. She highlights what they need to learn next and shares these with parents. This helps children's continuous learning as parents carry out similar activities at home. However, when planning and delivering adult-led activities, the childminder does not always consider building on what children know and can do already in a more precise way. On these occasions, children's knowledge and skills are not extended to maximise their development. n As part of their daily routine, children experience moments of calm and thoroughly enjoy their story time after lunch. They keenly choose stories they want the childminder to read to them. Children eagerly anticipate what will happen next. They listen intently to the childminder as she reads with

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need to do better?

expression, and they answer simple questions about the story. They also ask the childminder questions to support their full understanding of the story events. This develops and supports children's widening vocabulary. n Children's behaviour is generally good. At times, they show impressive concentration for long periods of time. For example, children show full engagement when acting out a tea party scenario in the garden. They pretend to pour and sip tea from cups. However, on occasions when children struggle with sharing and taking turns, the childminder is quick to intervene and resolve conflict. During these situations, children are not given the opportunity to apply their previously learned good behaviour strategies to resolve minor disagreements independently. n Parents are highly complimentary about the education and care their children receive. They have noticed the progress their children have made, particularly in

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need to do better?

their speech, confidence and independence. The childminder gives advice and support to parents, which they really appreciate, such as working together to successfully improve children's diet to include more vegetables.

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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 review and improve planning and delivery of adult-led group activities to build more precisely on individual children's existing knowledge and skills n support children to negotiate minor conflict independently and resolve minor disagreements.

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Setting details

Unique reference number EY430297 Local authority Buckinghamshire Inspection number 10351235 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 17 October 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Amersham, Buckinghamshire. She cares for children from Monday to Thursday, from 7.30am to 5.30pm, all year round. The childminder is eligible to provide funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder spoke to the inspector about children's learning and development. n Children spoke with 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 setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 September 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

10 September 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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