Aldridge, Deborah

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 eagerly anticipate their time at the setting and settle quickly. They form secure attachments with the attentive childminder. Children independently explore and investigate a range of carefully chosen resources the childminder knows will interest them. For example, younger children learn how to manipulate switches on electronic toy vehicles, which flash and make street sounds. They are motivated to try things out. During activities, older children benefit from the childminder making up stories with toy dinosaurs and farm animals to help develop their pretend play. They gain confidence in using their own imagination and language skills.

p.2

The provision is good

The childminder frequently shares books with children, such as a songbook. Children copy the actions that are demonstrated by the childminder and happily join in. They play in an inviting, well-organised environment, where the childminder ensures their safety.

p.2

The provision is good

Children behave well. They begin to understand the rules and expectations of being together through gentle reminders from the childminder. For instance, children are encouraged to share the toys and be kind to their friends. This supports them to form positive relationships with others. Children benefit from the childminder modelling good social manners, such as saying 'please' and 'thank you' when she offers them their snack.

p.2

need to do better?

n The childminder has formed good relationships with parents. She collects relevant information from them about their children's starting points. This helps her plan for children's learning from the outset. The childminder communicates effectively with parents. For instance, she shares a daily diary to exchange information about the activities children have been involved in and how to support new skills they develop. This successfully supports their learning at home. n The childminder plans a physical and sensory activity, which has a clear intent to support children's learning. For example, children enjoy finger painting to develop their fine motor skills. Older children show high levels of concentration, when they carefully arrange colourful dots into a heart shape. The childminder repeats the names of colours and teaches new ones, such as 'pink'. She regularly praises children and clearly values their individual achievements.

p.2

need to do better?

n The childminder supports children's mathematical development effectively. She teaches the concept of number during daily activities. For instance, children confidently count the wheels of a car, as they colour in a picture. The childminder playfully recites the beginning of the number sequence, when lifting children out of the highchair. Younger children copy the numbers in response to

p.2

need to do better?

27 February 2025 these warm interactions. n The childminder offers children resources and mark-making equipment to support their early writing skills. However, the curriculum's support of children's expressive art and design is limited and does not allow children to fully explore their creativity. For example, there are limited media and materials available to fully support children's learning. n Children develop an understanding about healthy food choices. For instance, they choose from a variety of fruit for their snack that is prepared by the childminder. However, the childminder does not always plan for mealtimes well. She has not thought about the best arrangements of how to feed children. Children are left waiting for their snack, which impacts the behaviour of the youngest children. n The childminder understands the importance of daily exercise. For example, she provides opportunities for children to play in the garden and to walk to the park

p.2

need to do better?

and the nearby school. Children widen their social and cultural awareness when they visit children's groups in the local community. These help them develop an awareness of the similarities and differences between themselves and others. n The childminder attends training and meets up with other local childminders to update her knowledge and skills. For instance, she has recently refreshed her safeguarding training. The childminder encourages parents to seek advice from other health professionals to support children with any speech and language difficulties.

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 enhance the curriculum for expressive arts and design further so that children experience a broad range of opportunities to develop their creativity n review the organisation of mealtimes so that children remain engaged and their social skills fully supported.

p.3

Setting details

Unique reference number 107940 Local authority Buckinghamshire Inspection number 10380917 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 5 Date of previous inspection 28 June 2019

p.4

Information about this early years setting

The childminder registered in 1994. She lives in Iver Heath in Buckinghamshire. She operates her service Monday to Thursday, from 8am to 5.30pm, all year round.

p.4

Inspection activities

n The inspector talked to the childminder about her curriculum and what she wants children to learn. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of an activity with the childminder. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n Parents shared their views about the childminder's service with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

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.

p.4

Inspection activities

27 February 2025 27 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6