Long, Elaine Amanda

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 settled in this welcoming setting. The childminder takes time to get to know children and builds strong bonds with them. She uses information gathered when the children first start to plan activities to help them settle. If children struggle to settle, the childminder adapts routines and the environment to help them feel more secure. She knows the children well and themes are based around their current interests and likes.

p.2

The provision is good

The childminder has high expectations for children's behaviour and development. Children behave well and show that they know what is expected of them. The childminder gives clear instructions to children, who follow these well. The childminder prepares children well for the next stage in their learning. She successfully plans activities to help build children's concentration and to support them in their development. This means all children make good progress from their starting points.

p.2

The provision is good

The childminder provides new and exciting experiences for the children, such as trips on the train to visit a local park. When children show excitement for their holidays, the childminder recognises that this may be the first time some have been on an aeroplane. She uses books and visual aids to explain to children about the flight and what to expect. They use resources to create their own aeroplane, and children act out roles, for example, serving drinks during the 'flight'.

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need to do better?

n The childminder has clear aims for her curriculum which, is play based and is designed to build on what children know, and what they need to learn next. The childminder is clear about the intent of the activities that she provides. She evaluates her provision and completes her own research into ways to adapt the environment to meet the needs of individual children. This supports children to feel safe and secure. n Overall, the childminder promotes communication and language well. She talks to the children about what they are doing and introduces descriptive words during play. She reads to the children and involves them with story telling through the use of story sacks. However, at times, the childminder does not give the children time to think and respond to the questions she is asking. This means that children are not always given the opportunity to share their thoughts and ideas in order to enable them to develop their speaking skills.

p.2

need to do better?

n Children are given opportunities to develop their physical skills. The childminder takes the children to local parks where they can use a variety of different equipment. She supports the children to learn new skills. For example, children use stepping stones in the garden to practise balancing. Children show delight as

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need to do better?

13 September 2024 they reach the end of the stones. This helps children to develop their large muscle skills to support their physical development. n Maths is incorporated well into children's activities. As they play, the childminder uses mathematical language when asking the children questions. This includes using words such as, long, short, big and small. The childminder plans activities to extend children's learning further. For example, during cooking activities the children learn to use scales to measure the ingredients. n The childminder helps children to understand and take appropriate risk. Children are taught how to safely use scissors and safety knives for cutting fruit and vegetables. She talks to the children about oral hygiene and being healthy. However, although the childminder recognises that children have access to technology, she has not yet planned ways to help children understand how to

p.2

need to do better?

keep themselves safe online. n Children learn about the world around them. The childminder plans activities to support children's understanding of other cultures and religions. The children enjoy eating the fruit and vegetables they have grown in the garden and the childminder teaches them about how to care for these as they watch them grow. n The childminder works with other agencies and providers that the children attend, or have attended previously, to ensure effective sharing of information. This supports the childminder to identify any needs early and provides consistency for the children. n The childminder recognises the importance of building strong parent partnerships. She updates parents regularly with information about what the children have been doing and the current theme they are following. Parents receive individual updates about their child's progress and routines. Parents appreciate the support they receive and the consistency the childminder

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 extend opportunities for children to share their own knowledge and ideas, and allow them more time to respond and answer n develop the curriculum to ensure children have opportunities to learn how to stay safe online.

p.3

Setting details

Unique reference number 2759580 Local authority Buckinghamshire Inspection number 10349600 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

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

p.4

Information about this early years setting

The childminder was registered in November 2023. She lives in Buckinghamshire. The childminder is open Monday to Friday from 7.30am to 6pm. The childminder receives free early education funding for children aged two-, three- and four-years old. The setting is also referred to as Bumble Tots Day Care.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n The inspector observed the interactions between staff/the childminder and children. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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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

13 September 2024 13 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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