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 Good

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The provision is good

The nurturing childminder keeps children's emotional well-being and happiness at the heart of everything she does. Her warm and calm manner helps new children settle quickly. Well-established routines are in place. Children manage little tasks independently. Even the youngest children try hard to wash their hands before mealtimes, under the childminder's watchful eye. Children demonstrate a strong sense of achievement as they exclaim, 'I did it'. All children feel safe, secure and comfortable.

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The provision is good

Children show immense enjoyment as they participate in activities that interest them. They happily play with the childminder or on their own. The childminder notices children's growing interests, such as their love for singing. She embraces this with enthusiasm and sings children's favourite songs with them. Through repetition, children learn actions to songs, such as when they lie down as 'sleeping bunnies', then jump up and hop about in line with the words. In this way, children become keen and confident learners, expand their vocabulary and develop good language skills.

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The provision is good

Outdoor learning is a key focus of the childminder's curriculum. Children meet people from different walks of life when out and about, which supports their social skills. For example, the childminder organises regular visits to meet the elderly at a local care home. This benefits children's intergenerational learning and their awareness of diversity.

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need to do better?

n The childminder provides an ambitious and varied curriculum. She works closely with a group of childminders and their children. This includes planning rich activities and outings together, which helps children learn about nature first- hand. For instance, they visit an eco garden where they sow seeds and observe them grow into fruits and vegetables. Children begin to understand that plants need water and light to thrive. This helps children make sense of the world around them. n The childminder demonstrates a good understanding of how to develop children's communication and language skills. She uses simple words as labels and children repeat these. They are eager to learn names of toys they play with and readily hold up objects for the childminder to name. The childminder constantly narrates children's actions and key information during their play. In this way, children hear language in context and begin to apply new words to

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need to do better?

express themselves, such as when they say, 'look', to show the childminder something they are doing. n Overall, the childminder has a secure understanding of teaching children new

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need to do better?

19 December 2024 skills in a step-by-step way, such as learning to take off and put on their own shoes. However, occasionally, she does not fully consider adapting activities to make them more accessible for younger children. For instance, the equipment provided for activities is sometimes too advanced for the younger ones, which means they do not fully benefit from the planned experiences in a purposeful way. n Similarities and differences between people is celebrated with children. The childminder helps to raise awareness of children's own cultures and home languages. This helps them to feel valued and welcomed. The childminder supports children to learn about celebrations in the calendar year, such as Eid, Diwali and Christmas. Her resources and books reflect people of different skin tones, festivals and traditions. In this way, children begin to develop an understanding of the diverse world they live in.

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need to do better?

n Children show growing levels of concentration and positive attitudes to learning. For example, they show a fascination of finding out how things work. They fiddle with different components of cause and effect toys and learn that their actions can make something happen. This helps to increase their commitment to investigate further. However, there are times when the childminder is too quick to intervene, interrupts children's play and shows them what to do. This does not support children to persevere, use their own ideas or build on their sense of achievement. n The childminder is proactive in gaining the views of parents to help evaluate and improve her provision. She frequently meets up with fellow childminders and works in partnership to share updates, information, ideas and good practice. The childminder shares photographs of children's past experiences, with parents. These prompt children to recall previous adventures and strengthen their

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need to do better?

memory skills. This shows that partnerships with parents effectively support children's continuity in learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n improve teaching further to recognise when to intervene in children's play without interrupting their thoughts and ideas n plan and provide activities that are more age appropriate for younger children, allowing them to participate effectively and benefit fully.

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Setting details

Unique reference number EY358081 Local authority Buckinghamshire Inspection number 10367985 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 5 March 2019

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Information about this early years setting

The childminder registered in 2008 and lives in Slough, Berkshire. She operates her service Monday to Thursday, from 8am to 4.30pm, all year round. The childminder is eligible to receive funding to provide free early education for children aged nine months to four years.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development and what she wants children to learn. 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

19 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

19 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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