Hunt, Hayley

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

p.1

The provision is good

Children enjoy exploring the dedicated environment the childminder provides for them. They are eager to practise their large motor skills, such as pulling themselves up and cruising around the furniture. The childminder understands children's emotional well-being. She uses photos of familiar people and places from home to help children settle and when they show signs of being anxious. This helps children to be happy and settled. Children move confidently around the play space making choices from the resources available. They particularly enjoy imaginative play, such as a kitchen, a tea party and pretending to feed dolls.

p.2

The provision is good

The childminder has a simple curriculum in place that builds towards children being ready for their next stage in learning, such as nursery or school. She has identified the skills and knowledge she wants children to develop, such as building independence and managing their own clothes and shoes. The childminder also offers support for children to be toilet trained if this is appropriate for their needs. The childminder aims to offer experiences for children that they might not have at home. Recently, children visited a garden centre to see the Christmas decorations. She also ensures they spend time outside each day, especially if they do not have access to outdoor space at home. This ambition helps to ensure all children make the progress they are capable of.

p.2

need to do better?

n The childminder plans exciting and interesting activities for children, such as ones related to the 'Goldilocks' story. She brings the story alive with props and puppets. However, at times, these are too complicated for children and the learning is not well sequenced. Therefore, children do not always benefit from the intended learning or engage well in the activities. n The childminder has effective systems in place to gather information about what children already know and can do when they join her setting. She then uses this information, alongside her own observations of children, to create learning that focuses on meeting their individual needs. The childminder is aware of how to identify and address any gaps in learning she observes. She works closely with parents to develop strategies and identify other professionals who may be able to help children further. The childminder shares daily information with parents

p.2

need to do better?

through both an online app and verbally, and she encourages parents to continue to support children's learning at home. This helps identified gaps to close quickly and children to make the progress they are capable of. n The childminder understands how to support children's emerging communication and language, and they hear lots of spoken language and words. She uses some simple signs to represent different actions and words to support communication further. However, at times, she overwhelms children with language and

p.2

need to do better?

16 December 2024 speaking, as she talks to them almost constantly. This does not give them time to process what is being said to them and to respond if they wish. n Children respond to the childminder's interactions with them using some sounds and gestures, such as nodding and shaking their heads, to indicate their wants and needs. However, the childminder does not always follow children's interests or indications. When they show interest in sensory materials, she continues with her planned intentions. This does not consistently encourage children to fully engage in or extend their learning to the highest level. n The childminder works closely with parents to ensure children receive healthy and nutritious meals and snacks. She shares ideas with parents of suitable foods to provide for their children's meals. She also supports good oral health through practising toothbrushing routines and providing information to parents. This

p.2

need to do better?

supports children's good health. n The planned curriculum includes the childminder helping children to learn to regulate their emotions and behaviours. She uses 'colour monsters' and discussions about feelings and why a child might be upset. The childminder also provides a sensory corner that she uses to support children to self-regulate and just to be calm. This helps children to develop important life skills.

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 refine planning of activities to ensure they fully support children to learn in sequence n further develop support for children's emerging language and communication skills to ensure they are given time to process what is being said to them and to respond if they wish n identify children's interests during play and use these to help them engage and to extend their learning.

p.3

Setting details

Unique reference number 2765040 Local authority Buckinghamshire Inspection number 10371474 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 4 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Aylesbury, Buckinghamshire. She operates term time only from 8am to 5.30pm, Monday to Friday, except for bank holidays. She provides government funded early education places for children aged from nine months to four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between staff, the childminder and the children. n The inspector and childminder evaluated the effectiveness of a planned activity together. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

16 December 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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