Childminder EY472179

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children develop secure attachments with the kind and caring childminder. They happily approach her for cuddles and comfort, showing that they feel secure. A range of resources are available for children to lead their own play and explore independently. However, some of the routines in the day are not fully established. For example, she does not make sure the environment remains organised to support children's play and learning through the day effectively. This impacts children's exploration and engagement.

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The provision requires improvement

Overall, children show positive attitudes to learning. For example, they actively experiment with foam and make marks in it using their fingers and other tools. Although children make progress from their starting points, the childminder does not support them well enough to make consistently good progress in all areas of the curriculum. When delivering planned activities, she does not always have clear learning intentions for each child. At these times, children do not get the most out of the activities.

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The provision requires improvement

Children generally behave well. The childminder encourages them to be polite. However, she does not always give consistent messages about what is acceptable behaviour or support children to understand how their behaviour can affect others. This is illustrated when more assertive children take toys away from the less confident ones, who are engrossed in their play.

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need to do better?

n Although the childminder observes and assesses children's learning, she does not use this information effectively to plan and implement an ambitious curriculum for all children. During adult-led activities, the childminder does not carefully consider what she wants children to learn next. Her teaching does not consistently build on what children know and can do. For example, she asks children to name different colours of objects, which they already know. This does not support children to reach their full potential. n The childminder is proactive in completing mandatory training, such as first aid and safeguarding. However, her plans for ongoing professional development are not robust enough to ensure her understanding of early years practice continues to improve. For instance, she has not kept her knowledge of the statutory requirements for early years fully updated. Despite this, the childminder is aware

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need to do better?

that she can access support from the early years advisers in the local authority and has made contact with them before. n The childminder does not always ensure that resources available to children are organised and presented appropriately. There are many toys available to them and these accumulate on the floor. This makes it harder for children to access

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need to do better?

10 January 2025 and fully engage with resources of their choice in a meaningful way. Children can feel overwhelmed by the abundance of toys and do not stay focused on activities for longer as a result. n Despite some weaknesses, children show a keen interest in books and songs. They readily choose books for the childminder to read and sit on her lap to listen attentively to her expressive tone. Sometimes, children hum tunes to themselves as they play independently, showing that they are happy. The childminder acknowledges this and sings the song to help children hear the words. In this way, children's vocabulary is increasing. n The childminder enthusiastically joins in with children's imaginative play, such as when they use a toy hairdryer on a doll to style its hair. However, at times, the childminder does not support children effectively to help them play cooperatively together. On occasion, she allows unwanted behaviour to continue, which has an

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need to do better?

impact on other children's learning, as well as the attention she can give them. This means that, sometimes, not all children's emotional well-being is suitably addressed or their feelings fully considered. n Relationships with parents are very positive. The childminder gives them regular feedback on their children's day with her. She sends parents photos and videos of outings, such as toddler group visits and other activities. Parents value and welcome the home-cooked, nutritious meals that the childminder provides their children. They appreciate the advice and support to meet their children's care needs, such as toilet training.

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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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Due date

develop and implement an ambitious, well-sequenced curriculum that focuses effectively on what each child needs to learn next 14/02/2025

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Due date

complete appropriate professional development opportunities to continually update knowledge and skills relating to early years statutory requirements. 14/02/2025

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should:

n develop the provision further to ensure that resources on offer are effectively organised and presented to children to promote higher levels of engagement and concentration n improve arrangements to support and manage children's behaviour with consistent messages to help them learn to play cooperatively with others.

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Setting details

Unique reference number EY472179 Local authority Buckinghamshire Inspection number 10375851 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 12 Date of previous inspection 7 May 2019

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Information about this early years setting

The childminder registered in 2014. She lives in Flackwell Heath, Buckinghamshire. The childminder works Monday to Friday, 8am to 6pm, all year round. She is eligible to provide funded 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 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 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 group activities. n Parents shared their written 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

10 January 2025 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

10 January 2025 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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