Baker, Kate Allison

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

Children are happy and settle well with this friendly and enthusiastic childminder. They separate well from their parents and receive close comfort from the childminder if they need extra support to settle. The childminder helps them to understand the routines of the day, such as to wash their hands before snack and to lie on the mat to have their nappy changed. The childminder meets children's care needs effectively. She ensures they have regular drinks and meals, and sleep when they need to. Children approach the childminder for a cuddle and comfort if they need it. This helps them feel safe and secure in her care.

p.2

The provision requires improvement

The childminder has a basic curriculum in place for what she would like children to learn in her care and to be ready for the eventual move to school. However, there are some weaknesses in her curriculum design and her teaching skills, which mean her setting is not yet good. Nonetheless, the childminder knows the children in her care well and ensures they are safe and happy. Children generally behave well, they receive sensitive reminders from the childminder when they struggle to share or to use 'kind hands'. However, children are kind to each other, for example older children take younger children by the hand and guide them to explore the garden.

p.2

need to do better?

n The childminder seeks useful information from parents when children first start, to find out their likes and dislikes and what they know and can do. She then uses this information, along with her own observations, to make a baseline assessment. However, she does not break this information down to effectively devise what she would like individual children to learn next, based on what they already know and can do. Some of her targets for children are too challenging, such as learning colour names when their language is still not developed, and they have few words. This does not ensure the childminder's next steps for children's learning are precise enough. n The childminder's curriculum for communication and language is not yet fully embedded. At times, the childminder does not pick up on or acknowledge children's attempts at language and build on this. Nor does she follow her curriculum intent to offer lots of songs and stories to support children to learn

p.2

need to do better?

new vocabulary and practise what they know. This means the support for the development of children's communication and language skills is variable. n At times, the childminder prioritises routine tasks, such as tidying up, over the opportunity to interact with children. For example, at some mealtimes, the childminder is close by and supervising children while she is doing other tasks and not interacting with them directly. Occasionally, children are expected to sit and wait for quite long periods of time when they are not purposefully engaged in learning. This does not support children's learning to the highest level.

p.2

need to do better?

4 September 2024 n The childminder does not always consider how to use her interactions with children effectively to extend their learning. She misses opportunities to encourage children to think by asking relevant questions and engaging them in conversations. For example, when they show interest in pine cones or when reading stories. This means children do not make the best possible progress in their learning. n The childminder supports children's good health through the provision of varied healthy and nutritious meals and snacks. She has a good awareness of any allergies and dietary requirements and how to provide food to incorporate these. She ensures children have accessible drinking water and encourages them to find their own named bottle. This helps children to begin to recognise their name in a written form. n Children have regular opportunities to develop and practise their gross motor skills, such as in the garden and also out at the park or in the local community.

p.2

need to do better?

For example, they enjoy using the slide and practise climbing the steps. They also enjoy using their arm muscles to throw a glider and see how far it will go. Children begin to learn about the world around them when they play in the garden. They talk about the leaves on the trees changing colour. They also enjoy daily visits within the local community. This helps children to develop physically and be aware of the world in which they live.

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

Due date

develop your knowledge and understanding about how to provide activities and experiences that focus on what each child needs to learn next based on their stage of development. 27/09/2024

p.3

should:

n strengthen interactions with children to provide consistent support for their communication and language skills

p.3

should:

4 September 2024 n review the organisation of daily routines so that children are purposefully engaged and supported and ensure these do not limit your interactions with children n develop further the teaching skills used to promote children's learning to the highest level, focusing on when it is appropriate to ask children questions and give them time to respond.

p.3

Setting details

Unique reference number 2759097 Local authority Buckinghamshire Inspection number 10349545 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered with Ofsted in 2023 and was previously registered with a childminder agency. She lives in Penn near High Wycombe, Buckinghamshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for children from nine months old.

p.5

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 have taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children communicated 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 Parents shared their views of the setting, in writing, with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.6

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

4 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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