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 Met

p.1

The provision is good

The childminder provides a warm and nurturing home-from-home environment. She spends time getting to know children and their families well. This helps children settle in quickly. They form warm, nurturing relationships with the childminder, and show they feel safe and secure in her welcoming setting. For example, they seek out the childminder for cuddles and reassurance, and show their obvious delight while in her company. The childminder prioritises children's emotional well-being and provides them with lots of attention. She implements flexible routines that enable her to meet children's personalised care routines, particularly those of younger children.

p.2

The provision is good

The childminder organises a wide range of outings to enhance children's learning experiences. These outings include visits to playgroups, the farm, the library and parks, which help promote children's social skills. These opportunities also teach children to learn about their diverse surroundings.

p.2

The provision is good

Children develop a love of books and stories. They enjoy sharing their favourite books and identifying the characters and what happens next. The childminder provides opportunities for children, from an early age, to develop their awareness of language and numbers, including simple counting, naming colours and shapes. Children learn to identify objects that are 'bigger' and 'taller' as they build bridges for their train tracks.

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need to do better?

n The childminder is skilled in supporting children's communication and language. She gets down to their level, makes good eye contact and speaks to them clearly. To encourage accurate pronunciation, the childminder repeats words correctly back to the children. She models how to extend sentences, uses effective questioning techniques and gives children time to think and respond. This helps children to become confident communicators. n Children develop their independence. The childminder teaches children how to put on their shoes and aprons for painting. She shows them how to put their shoes on the correct feet. She effectively breaks tasks into smaller steps and gradually helps children to do more on their own. This way, the childminder ensures children become more independent and responsible as they get older. n The childminder recognises children's good behaviour and uses praise consistently. Children demonstrate a good attitude to experiences and their

p.2

need to do better?

behaviour is positive. They benefit from plenty of warm praise and encouragement from the childminder. She provides clear explanations to children about their behaviour so they know what is expected of them. For example, they help to tidy away before moving on to the next activity.

p.2

need to do better?

17 September 2024 n Children gain a love of art and getting messy. The childminder plans focused activities well and helps children develop their imagination and creativity. For example, children paint large cardboard boxes and tubes and investigate how colours change when they are mixed together. In addition, they use pencils and crayons to make circles, learning to add meaning to their creations. This helps children to develop the skills they need to learn in readiness for school. n The childminder provides healthy drinks and snacks. She helps children learn about good hygiene, for example, by regular handwashing. Children also enjoy learning about how fruit and vegetables are good for them. These activities raise children's awareness of the benefits of a healthy lifestyle. n Parents speak highly of the childminder. They comment that they are kept well informed about the daily activities their children are engaged in. The childminder

p.2

need to do better?

has clear intentions for children's learning. This helps support learning at home. The childminder completes an introduction pack with parents on entry. However, she does not collect sufficient information and decide on starting points for children's learning to inform her curriculum right from the start. n The childminder is keen for children to leave her setting ready for the next stage of their learning. She uses the feedback from parents and children to help make continued improvements to her setting. However, the childminder does not place enough focus on her own professional development. She has not identified training to help further improve the quality of teaching and learning children receive.

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 engage parents fully in sharing information about children's starting points to inform the curriculum right from the start n explore targeted professional development opportunities to help to raise the quality of education even further.

p.3

Setting details

Unique reference number 140695 Local authority Buckinghamshire Inspection number 10351100 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 5 October 2018

p.4

Information about this early years setting

The childminder registered in 1996. She lives in Cheddington, Buckinghamshire. The childminder offers care from 7.15am until 6.15pm, Monday to Friday, throughout the year. The childminder holds a childcare qualification at level 3.

p.4

Inspection activities

n A joint observation was completed by the childminder and the inspector, outdoors during a focused activity. 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 took parents' written feedback into account.

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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

17 September 2024 17 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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