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 Not applicable

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The provision is good

The childminder provides a broad curriculum to support children in their learning and development. She makes good use of her home and the local environment to provide activities and play experiences that engage children. Children visit a local 'Forest School' where they learn about nature and the natural word around them. These experiences and the childminder's positive interactions all support children to make good progress in their learning and development.

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The provision is good

Children respond positively to the childminder's calm and nurturing nature. For example, toddlers enjoy cuddles with the childminder, as she settles them for their nap. They respond with smiles as they drift off to sleep, demonstrating that they feel safe and secure in the childminder's care. The childminder role models positive interactions that support children to develop an understanding of how to engage well with others. She promotes healthy lifestyles for children by ensuring they get plenty off fresh air and exercise regularly. Additionally, she prepares healthy meals and snacks to support children's growth and development.

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The provision is good

One of children's favourite activities in the setting is singing and dancing. They have plenty of opportunities to demonstrate their skills. Children move their bodies enthusiastically to music and toddlers smile broadly as they sway from side to side in time to the music. Children receive praise for their superb efforts, which has a positive impact on their attitudes to learning.

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need to do better?

n Parents speak highly of the childminder. They value the many activities their children enjoy and comment that children are making good progress. There is a good two-way flow of information that supports home learning and consistency. This supports children's emotional well-being. n The childminder has a good understanding of how children learn and develop. She makes good use of the information she gathers from parents to meet children's care and learning needs. She uses this information, alongside her observations of children, to build an ambitious curriculum. The childminder regularly checks children's progress to identify areas of development where children may be falling behind. This ensures that any potential gaps in children's learning is swiftly addressed, helping children to catch up with their peers. n The childminder is particularly skilled at bringing nursery songs and stories to life. For example, children delight in making up stories using props and unique

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need to do better?

resources developing their imagination. During these activities, the childminder extends the use of props to enhance children's language and listening abilities. Children love to indulge in imaginative play as they pretend to make tea, asking the childminder if she would like milk and sugar.

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need to do better?

9 October 2024 n Children become increasingly independent. They find their shoes and coats before outdoor play and put them on with little or no help. Children carry out manageable tasks, such as spreading butter onto bread and cutting sandwiches in halves or quarters at lunch time. The childminder follows effective good hygiene practices. For instance, she ensures that children wash their hands before handling food, to minimise the spread of infection and support their good health. n On the whole, the childminder interacts well with children during activities to support their ongoing learning and development. The childminder encourages children's interests. For example, they learn to count to ten and eagerly identify they have four objects when they need six to complete a task. However, at times, she does not provide additional challenge to older children to extend and deepen their understanding further.

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need to do better?

n The childminder makes good use of her local community and childminding network. She plans daily trips outside the home, giving children the chance to interact with a range of different people and have new social experiences. The childminder meets with other childminders at local play groups, where children have a chance to do activities and learn with different children and adults. These experiences help build on children's personal, social, emotional and communication skills. n The childminder attends regular training to keep her knowledge and skills up to date. She welcomes visits from the local authority who offer her guidance and support. The childminder requests regular feedback from parents to help identify strengths and any areas for development. This helps parents and the childminder to have a joined up approach to support children's individual steps in their learning.

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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 provide more challenge to older children during adult-led play to help them to extend their learning and make even greater strides in their learning .

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Setting details

Unique reference number 2683218 Local authority Buckinghamshire Inspection number 10360127 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The applicant lives in Stokenchurch, near High Wycombe, Buckinghamshire. She offers care from Monday to Friday, from 7am until 6pm, all year round. The childminder holds a relevant child care qualification at level 4. She is able to receive funding to provide free early education for children aged from nine months to four years.

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Inspection activities

n A joint observation was completed by the childminder and the inspector, indoors during a focused activity. n The inspector took parents written feedback into consideration. 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 observed the interactions between the childminder and children.

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Inspection activities

9 October 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

9 October 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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