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 childminder has a very warm, nurturing and caring approach that helps children to feel safe and secure. Children happily play and develop a close bond with the childminder. They thoroughly enjoy spending time in the environment. New children settle very quickly. All children are relaxed and assured, which supports their emotional development.

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The provision is good

Children show a sense of belonging. The childminder provides unique activities and extensive resources and opportunities for children to make choices and lead their play and learning. Children freely access the childminder's extremely well-resourced garden. They have great fun as they select paints from numbered pots and paint onto plastic sheets, following numbered patterns with the childminder. Children navigate the childminder's home with much confidence. The childminder supports older children to use the bathroom by themselves and manage their personal hygiene, such as blowing their own noses.

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The provision is good

Children understand the childminder's expectations for their behaviour. For instance, she gently reminds them of the rules, such as turn-taking and sharing when they are playing in a group. This supports children's social development and encourages everyone to be considerate to their friends.

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need to do better?

n Children are well prepared for their next stage of learning. The childminder knows every child extremely well and builds on what they already know to move their learning forward. Children develop a love of books from a young age. Stories and songs are central to all activities, and age-appropriate books are easily accessible to all children. The childminder extends children's growing interests as they eagerly and excitedly follow instructions on an interactive screen. They follow actions and dance to music, following sung and written prompts. n The childminder provides healthy, well-balanced food. Children delight in the meals the childminder prepares for them, commenting how much they like the childminder's food. She teaches children about healthy food choices during snack time and while growing seeds outside. Children watch their plants grow and reap the fruit and vegetables as they ripen. This also supports children to understand

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need to do better?

about change and growth. n The childminder introduces mathematical language, such as 'more', 'less' and 'bigger'. Children understand amounts, such as how old they are, showing the current number of fingers that represents their age. They talk about shapes and colour in play. Older children count competently to 10, pointing to each item as they count. However, the childminder does not consistently challenge older

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need to do better?

27 February 2025 children to develop their mathematical knowledge, for example extending children's learning beyond what they know and can already do. n The childminder knows how to support children with special educational needs and/or disabilities (SEND). She values clear communication with parents and other experts to provide consistent support for all children to thrive. She offers resources and activities that are tailored to each child's needs and follows the guidance from other professionals working with the children. n The childminder takes the children out into the community. She plans trips and takes them to the local park, which allows them to investigate the world around them. Children visit the library and local places of interest, such as places of worship and local farms. The childminder supports the children's understanding of the world extremely well by exploring different environments and places and

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need to do better?

meeting other people. Children recognise and learn about each other's backgrounds. For example, children learn about Italy, India and Scotland, learning about famous landmarks and cultural food. They use home-made resources, such as woollen spaghetti and meatballs, as they indulge in imaginative play. n The childminder strives to continually improve her practice and the environment. For instance, she has expanded children's opportunities in the garden for planting and forest school. The childminder has also developed her knowledge further around supporting children with SEND. n The childminder works closely with parents. For example, she supports them when she provides information on how to support children with toileting, eating and moving on to school. This helps her provide consistent care for children.

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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.

p.3

should:

n introduce children to more complex mathematical concepts to build and extend their awareness and skills in mathematics.

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Setting details

Unique reference number EY539848 Local authority Buckinghamshire Inspection number 10380268 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 3 June 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Stoke Poges, near Slough. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She receives funding for children from nine months to four years old. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The childminder took the inspector on a learning walk of her provision and explained her curriculum. n The inspector took parents' written views into consideration. n The inspector sampled a range of documents and children's records. n The inspector observed the quality of the education being provided and assessed the impact that this was having on children's learning. n The inspector held a leadership discussion with the childminder.

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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

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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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