House, Louise Michelle

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

p.1

The provision is good

Children are happy and well-settled with the kind-natured childminder. They build secure emotional bonds with the childminder, who shows genuine care when responding to their individual needs. Children develop a true sense of belonging.

p.2

The provision is good

Children enthusiastically explore the appealing environment. They become immersed in daily activities that match their interests. Children learn to concentrate and develop their hand-and-eye coordination, such as when working collaboratively to set up a pirate game which involves placing items in narrow slots. They readily approach the childminder for help with the written instructions to play the game properly. In this way, children understand that print has a purpose and carries meaning.

p.2

The provision is good

Children benefit greatly from the countless outings and learning experiences in their local community. Weekly visits to playgroups support children's social skills. They learn to play cooperatively as the childminder sensitively encourages them to take turns and share. Children display spontaneous acts of kindness, which are praised by the childminder, such as when they involve others in their play. In this way, children's positive behaviour is promoted well.

p.2

The provision is good

Children develop a keen interest in books and attempt to retell their favourite stories, using pictures as prompts. They cleverly copy the tone and expression the childminder uses for the characters, when reading to them. This supports children's ever-growing vocabulary and early literacy skills.

p.2

need to do better?

n The childminder is highly reflective and proactively adapts her practice to benefit children and keep them safe. She reads and researches early years topics to keep her knowledge updated, such as safe eating habits. The childminder understands the hazards related to choking. She explains the importance of taking small mouthfuls, chewing and not talking while eating their food. Children show a good understanding of these key rules. n The childminder builds trusted relationships with parents. She ensures that parents are kept up to date about their children's development. The childminder shares photographs of children's time with her and some parents try these activities at home. Although parents are involved in their children's development, the childminder is yet to create a more collaborative approach between herself, parents and other settings children attend. A more joined-up way of working benefits children's continuity in their care and education.

p.2

need to do better?

n Children's communication and language skills are developing well. As children play, the childminder encourages them to talk about what they are doing. At

p.2

need to do better?

18 December 2024 snack time, children engage in interesting two-way conversations with the childminder. She encourages them to recall previous experiences, such as trips with their family. The childminder gives children the space and time to think and formulate their responses. Children become competent communicators. n The childminder uses all possible opportunities during children's play to develop their mathematical skills. This is illustrated when children use tongs to pick up plastic bears of different colours and sizes. Older children are encouraged to estimate how many bears will fill a bowl and test out their guesses. The younger ones learn to sort the bears by colour and count them after. This targeted teaching helps children make swift progress in their mathematical understanding of numbers, grouping and quantity. n Children's independence at managing their self-care needs is encouraged. This is

p.2

need to do better?

established through routines in the day, such as when children go to wash their hands with soap before snack time. However, occasionally, the childminder does tasks that children need to learn for themselves. This is evident when she fills their cups with water from the tap and prepares their fruit for them. This reduces opportunities for children to practise new skills that support them to become increasingly more independent. n Children have daily access to the outdoors. For instance, they go for walks along the river to feed the ducks and visit local woods and parks. These first-hand experiences help children to gain an awareness of the natural world. Children love to be physically active, such as when they balance and climb the large equipment at the park. The childminder teaches them about road safety when they are out and about. She provides consistent boundaries and clear expectations. This supports children's sense of responsibility to keep themselves

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 develop stronger collaborative working with parents and other early years settings, to ensure consistency and continuity in children's learning n focus on consistently supporting children to become increasingly independent in managing their self-care needs.

p.3

Setting details

Unique reference number EY403452 Local authority Buckinghamshire Inspection number 10368033 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 8 Date of previous inspection 6 March 2019

p.4

Information about this early years setting

The childminder registered in 2010 and lives in High Wycombe in Buckinghamshire. She operates Tuesday to Friday, from 8am to 6pm, all year round. The childminder holds an appropriate childcare qualification at level 3. She is eligible to receive funding to provide free early education for children aged nine months to four years.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the childminder carried out a joint observation of a group activity. 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.

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Inspection activities

18 December 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 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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