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 are happy and demonstrate a strong sense of belonging in the childminder's home. They separate from parents with ease and dash towards the childminder, eager for a warm hug when they arrive. The childminder knows about the children's preferences and ensures that these have been catered for in her provision. For example, a group of children enjoy role playing families, and so she provides a home corner with dolls and relevant equipment for them to play with. Children feel comfortable in their surroundings and subsequently access toys and resources with confidence.

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The provision is good

The childminder has high expectations of children's behaviour and their learning. Children enjoy a wide and varied curriculum that sets them challenging targets. The childminder praises the children frequently and encourages them to embark on new and different activities to broaden their experiences. For instance, children are encouraged to make marks using spray bottles and brushes, rather than just with writing materials.

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The provision is good

The childminder is a positive role model and expects children to behave with kindness and courtesy. Children behave well and treat each other with respect. They share resources and help each other complete tasks. For example, they happily agree to take turns on the climbing apparatus, and push their friends gently on the swings in the garden.

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need to do better?

n The childminder is clear about what she wants the children to learn. She plans a curriculum that considers the children's interests and builds upon what they can already do. She uses information gained from parents to adapt her practice to individual children's needs. Consequently, children settle well in the childminder's care and make good progress from their starting points. n Children's communication and language development are supported well. The childminder reads stories and sings songs to them regularly and children delight in joining in with repeated phrases. She helps children pronounce words by gently repeating what children have said, clearly enunciating mis-pronounced sounds for children to hear. This then helps children to correct their own speech. n The childminder supports children's good health. Children benefit from a nutritious menu that includes an array of fruits and vegetables. Children learn

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need to do better?

how to sit safely in their high chairs and to eat snacks independently. The childminder teaches them the importance of washing hands before eating and when coming in from outside play. n Overall, children demonstrate positive attitudes towards their learning and engage in the stimulating activities on offer. However, at times the childminder

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need to do better?

3 March 2025 tends to provide the children with direct instructions rather than allowing children to persevere and problem solve for themselves. For example, children are told to put their fingers in the paint and rub their hands together when creating pictures rather than allowing children to freely explore the materials on offer for themselves. n The childminder uses frequent observations and assessments to determine future planning. She tailors her curriculum to individual children's next steps and skilfully adapts activities to meet these needs. For instance, when devising an activity focused on colours, the childminder plans for some children to look at colour matching while others name colours, depending on their abilities. She also provides tweezers for those developing their hand-eye coordination and hand strengths to be able to pick up different coloured objects within the same activity. n Children have lots of opportunities to be physically active. They run, ride and

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need to do better?

climb in the garden and frequently go on walks in the local community and to local parks. The childminder also plans lots of activities to promote children's fine motor skills. For example, children learn to use spoons and spades to scoop and fill pots with sand in the garden and to use a good grip when drawing with chalks on boards. n Partnerships with parents are strong. The childminder recognises the importance of developing positive relationships with parents from when children first start attending the setting. Parents are regularly informed about their child's progress and how they can support their children at home. Parents are highly satisfied with the care that the childminder provides. n The childminder works closely with other local childminders. This helps her to share good practice and exchange professional knowledge and skills. The childminder is reflective and dedicated to ongoing development of her own

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need to do better?

practice. In addition to the mandatory training, the childminder attends a variety of online courses that supports her own professional development.

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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 develop skills further to promote children's independent thinking and problem- solving skills.

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Setting details

Unique reference number EY442441 Local authority Buckinghamshire Inspection number 10380892 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 4 Number of children on roll 5 Date of previous inspection 27 June 2019

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Information about this early years setting

The childminder registered in 2013. She lives in Flackwell Heath, High Wycombe, Buckinghamshire. The childminder is open all year, Monday to Friday from 7.30am to 5pm, apart from family holidays and bank holidays. The childminder is registered to provide government funded childcare places for early years education.

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Inspection activities

n The inspector observed the quality of education provided and assessed the impact that this was having on children's learning. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable for children. n The inspector observed a planned, adult-led activity and provided feedback to the childminder. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views on the setting with the inspector through verbal and written feedback.

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Inspection activities

3 March 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

3 March 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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