Ward, Holly Sylvia

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 childminder understands that for children to be ready to learn they first need to feel safe and secure. She, therefore, puts a lot of time into settling children into her care. She treats all children as individuals, working closely with parents to arrange visits and find out plenty of information about children's routines and interests. This means that when children start full-time in her care they already feel comfortable and welcome in her home. They settle quickly and begin to learn right from the start. The childminder is very aware of the importance of children developing into considerate young citizens. Throughout the day, she encourages good manners, helpfulness and politeness.

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The provision is good

The childminder clearly identifies what children most need to learn next. She builds her curriculum around the core skills children need to develop, and any gaps in their experiences. She ensures children develop their curiosity about, and knowledge of, the world in which they live. She then carefully considers how she can best deliver the learning experiences children need. For example, by spending much of their time outdoors the childminder knows she can build children's stamina, coordination and other physical skills, alongside using the experiences to introduce children to new words, to encourage mark making and to ignite children's interest in the natural world.

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need to do better?

n The childminder demonstrates a range of very effective teaching skills. She makes useful decisions about what is best taught in adult-led activities and what skills children can learn well through their self-chosen play. For example, she plans adult-led activities to teach children about numbers and counting. She also plans time when she joins in children's play to teach them about turn taking and sharing. Children show they learn well from both these approaches. n Children show they are remembering long-term what the childminder has taught them. They benefit from plenty of opportunities to revisit past learning and put into practice the skills they are developing. For example, children build increasingly complex constructions with magnetic blocks. This is because these resources are regularly available to them and the childminder observes what they can do and helps them add new skills into their repertoire. Children learn to

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need to do better?

persevere. They show pride in their achievements. n Children benefit from being cared for by a childminder who understands the importance of helping children develop the confidence and words they need to share their thoughts and begin to work things out for themselves. She introduces new words in context, such as 'wobbly' and 'invention'. She listens to what children say, and enters into meaningful back-and-forth conversations. She acknowledges babies' babble and using words and gestures to communicate

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need to do better?

13 February 2025 with them. Under her guidance, children develop well into confident communicators. n The warm and affectionate bonds between children and the childminder are clear. The childminder very successfully helps children feel that her home is 'their place' and that she is someone they can trust. Babies snuggle into her when feeling a little unsure. Children choose to climb onto her lap as they look at books. Children show they feel emotionally secure and that they enjoy being with the childminder very much. n The childminder keeps children safe. She supervises children closely, including around technology. However, she has not incorporated into her curriculum opportunities for children to develop a further understanding of online safety, to best prepare them for the increasingly role technology plays in young people's lives. n The positive working partnerships the childminder builds with parents are a real

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need to do better?

strength of her practice. Right from the start she involves parents in their children's learning. She offers guidance as parents navigate children's developmental milestones, such as toilet training and lessening the use of dummies. She sends home fun activities for children to do with their families that reflect the learning that has happened while with her. These effective partnerships have a positive impact on children's learning, development and well-being. n The childminder regularly reflects on her practice and seeks out professional development opportunities to build further on her strong teaching skills and understanding of child development. She uses what she learns to improve her provision further. For example, she has developed a strong understanding of how to deliver learning outdoors and has enhanced the learning environment to make it even more appealing to children.

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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.

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should:

n help children gain an early understanding of online safety, to enhance their understanding of their own personal safety.

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Setting details

Unique reference number EY463785 Local authority Buckinghamshire Inspection number 10368530 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 5 Date of previous inspection 25 March 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Wendover, Buckinghamshire. She operates Monday to Thursday, 7.30am to 6pm, throughout the year. The childminder provides overnight care as required. The childminder offers funded early education for children aged two, three and four years.

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Inspection activities

n The childminder spoke with the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the impact on children's learning. n Parents shared their views and the inspector took these into account. n The childminder provided the inspector with a sample of key documentation on request.

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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.

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Inspection activities

13 February 2025 13 February 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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