Matheson, Helen Elizabeth

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

The childminder provides a welcoming environment where children can play and learn in safety. Children are happy and enjoy their time with the childminder. They demonstrate the strong bonds they have with her when they include her in their play and seek cuddles and reassurance from her. The childminder assists children to learn to respect each other and understand her boundaries and expectations of their behaviour. She acts as a positive role model, and even the youngest children share and take turns well. The childminder helps children to express how they are feeling and supports them in learning how to manage these feelings.

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The provision is good

Children develop a variety of skills that prepare them for school. For example, they learn to count when they sing number songs and rhymes, and they enjoy making marks with paint and water, which strengthens their early writing skills.

p.2

The provision is good

Children show high levels of independence for their young age. With support from the childminder, they peel their own fruit and put on their own shoes. Children are aware of the routine and what is expected of them, such as when the childminder inspires children to tidy away toys. They smile with delight when their achievements are recognised and praised by the childminder.

p.2

need to do better?

n The childminder communicates effectively with parents. She actively seeks their views to help develop her service. For example, the childminder has developed questionnaires to help parents to contribute to the overall running of the setting. Parents praise the quality of care and learning that the childminder delivers. They appreciate the effective communication and report that their children look forward to attending. n The childminder places a strong focus on developing children's emotional well- being. She gets to know the children as they settle and gathers information from parents about their children's interests and individual needs. The childminder implements flexible routines that enable her to meet children's personalised care routines, particularly those of younger children. She knows children's care routines very well. She is quick to respond when children appear tired or hungry. This has a positive impact on children's health and helps them to feel secure in

p.2

need to do better?

her care. n The childminder has a clear focus on supporting children to develop their communication and language skills. Children learn a wide range of new vocabulary, such as 'hibernate' and 'pterodactyl'. She encourages lots of conversations with children, asks questions and provides a running commentary as they play. However, sometimes, the childminder does not give children enough time to think and respond to extend their learning even further.

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need to do better?

18 September 2024 n The childminder accurately assesses children's ongoing progress. She knows what she wants children to learn and what children can and cannot do. Children have highly positive attitudes to learning. The childminder follows children's interests as they lead their own play. Children learn about size and shapes as they build with bricks of different sizes and colour and select toy animals. Children have great fun when they play with water outdoors, washing dolls. In addition, during water play, the childminder offers children many containers and scoops, and children identify that corks float. However, the childminder does not fully expand children's learning to think about mathematical concepts such as full, empty, more and less as they arise. n Children enjoy being physically active. For example, while playing outdoors, young children practise and test their climbing skills. They have fun chasing and

p.2

need to do better?

popping bubbles in the garden. These opportunities enable children to practise their gross motor skills with confidence. n The childminder is dedicated to improving her knowledge and teaching skills. She is up to date with her understanding of child protection issues and the reporting procedures. Through training, the childminder has also gained a better understanding of how to support children's spontaneous play. This has helped the childminder to value the importance of play. n The childminder regularly takes children to community groups, helping them develop confidence and social skills in larger settings. These outings, such as trips to the local shops and weekly playgroups, teach children about the world around them and the community they live in. Children enjoy activities such as singing and dancing, which broaden their learning experiences and help them understand the differences between people.

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 give children more time to think and process information to support their critical thinking and communication skills further n enhance teaching to support, extend and challenge children's learning and development further as they engage in their play.

p.3

Setting details

Unique reference number 116473 Local authority Buckinghamshire Inspection number 10351260 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 5 Date of previous inspection 18 October 2018

p.4

Information about this early years setting

The childminder registered in 1996. She lives in Amersham, Buckinghamshire. The childminder offers care from Monday to Thursday, 7.30am until 6pm, for most of the year. The childminder holds an appropriate childcare qualification equivalent to level 3. She provides funded early education for children from the age of nine months to four years.

p.4

Inspection activities

n A joint evaluation of an outdoor focused activity was completed by the childminder and the inspector. 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 childminder provided the inspector with a sample of key documentation on request. n The inspector took into account the written views of the parents. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. She ensured that relevant documents were available for the inspector to view.

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Inspection activities

18 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

18 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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