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

Children settle happily into the childminder's home-from-home setting. The childminder promotes children's sense of belonging through her warm interactions. For instance, children enjoy cuddling into the childminder as they share favourite stories. The childminder sets clear behavioural expectations and reminds children of them. For instance, she encourages children to treat toys with care. Children are learning to listen and develop good manners. They enjoy playing and giggle with delight as they bury toy polar animals in pretend snow. Children are motivated learners and engage happily in activities.

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The provision is good

Children confidently manage their own personal needs, including toileting, as the childminder focuses on this area of learning well. This helps children to develop the skills that they need for their future learning, including their eventual move on to school.

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The provision is good

The childminder offers children regular opportunities to enhance their communication and language skills. She provides focused one-to-one support and plans individualised strategies so children receive targeted teaching to support their pronunciation of words. For example, she sensitively repeats back correct pronunciations to enable children to develop their language skills. As a result, children develop their confidence and make good progress in their speech and language.

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need to do better?

n The childminder observes and assesses children's development regularly. She uses this knowledge to provide a rich learning environment and to target their next steps for learning. The childminder identifies when children have emerging gaps in their learning and works with parents to help close these. She supports parents in providing information about when and how to include other professionals to support their child's development further. n The childminder ensures children have lots of time playing and learning outdoors. Children frequently go on trips to the local parks, wooded areas and places of interests. She encourages children to learn in nature as she takes the children on nature hunts where they collect different types of leaves, sticks and natural materials which they bring back to the setting to make dens and woodland areas. This helps to support their health and well-being by being active.

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need to do better?

n On occasion, the childminder does not follow her curriculum intentions as precisely as possible to include all children when providing group activities. This does not impact on children's enjoyment or attitude to learning as there are stimulating resources constantly available and children explore these

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need to do better?

24 January 2025 enthusiastically. However, during some focused activities, the childminder does not follow her curriculum intentions as precisely as possible to ensure it meets the needs of all children. This does not consistently support children to make the best possible progress. n The childminder supports children to be independent. For example, young children confidently feed themselves, and older children carry out personal hygiene routines by themselves. Children are proud to show off the skills they can do themselves, and they demonstrate high levels of confidence. This supports them throughout their early education. n Through familiar routines, children learn to care for their health. They know when they need to blow their nose, put their hand in front of their mouths when they cough and to wash their hands unaided before meals and after using the toilet. n The childminder ensures that training and updates to her practice target the

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need to do better?

quality of her teaching so that improvements have a direct impact on children's learning. For example, she has recently completed an early years diploma to update her skills and knowledge in delivering an effective curriculum. In addition, she is currently seeking training to implement a Forest School approach and introduce more natural resources. n Partnerships with parents are very good. The childminder communicates closely with parents right from the start. She shares information to aid children's care and ongoing learning. Parents describe how the childminder works with them to support children's positive behaviour and manage their dietary requirements. They comment that their children are happy and settled and that their children have developed in their confidence and speech since starting with the childminder.

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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 strengthen the planning and implementation of adult-led group activities to ensure that all children can take part fully.

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Setting details

Unique reference number EY541743 Local authority Buckinghamshire Inspection number 10367629 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 6 Date of previous inspection 15 February 2019

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Information about this early years setting

The childminder registered in 2016. She lives in Chesham, Buckinghamshire. The childminder operates all year round from 7am to 7.30pm, Monday to Friday, except for family and bank holidays. She holds an appropriate early years qualification at level 3. The childminder provides funded early education for children from nine months to four years of age.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. 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

24 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

24 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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