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 Not applicable

p.1

The provision is good

Children are very settled in the home-from-home environment that the childminder provides. The childminder is very nurturing, caring and patient. She forms close bonds with children, which help them to feel safe and secure. The childminder offers comfort and cuddles as children need them. She supports children to understand routines and what is happening next to help them prepare for and cope with transitions. The childminder supports children sensitively to prepare for sleep times, ensuring that they feel assured and ready to settle.

p.2

The provision is good

The childminder has a good knowledge of how young children learn and uses this effectively to support her planning for individual children. She understands how to provide appropriate activities and experiences to ensure that children make the progress they are capable of. Children are all keen to join in and have a go, for instance creating and following bubbles in the garden. The childminder engages in supportive and gentle interactions with children to support their play and learning. She manages the needs of all children well. The childminder ensures that they are all included and makes adjustments to meet their individual needs as required, for example using simpler words and instructions for the youngest children.

p.2

need to do better?

n The childminder has a clear curriculum in place. This covers what she wants children to learn when they are with her. She uses themes to help guide her planning, such as celebrating pancake day. The childminder provides well planned and resourced activities for children. She adapts activities according to her knowledge of children's current development. This supports all children to be included and involved. n The childminders seeks relevant information from parents when children first start. This helps her to understand their learning and experiences to date. The childminder then builds on these with her own observations and assessments. She uses these to decide on precise focuses for learning and to inform her planning, for example, for children to build the skills and knowledge needed to be ready for school. These systems support all children to make good progress. n The childminder creates a safe and secure environment, where children can

p.2

need to do better?

move freely and make choices in their play. However, she does not always organise herself well enough. For example, she takes time away from the children to collect missing resources. At times, this inhibits her ability to focus on meeting all children's individual learning needs. n The childminder supports children to behave extremely well. They play happily alongside their peers. They are kind to each other, inviting others into their play, such as when they use the sit-and-ride toys. The childminder offers gentle reminders of expectations, for instance, to share and take turns. She also

p.2

need to do better?

5 March 2025 explains risks to children, such as that the oven is hot or how to manage the steps. This helps children to learn to keep themselves safe. n The childminder provides children with healthy and nutritious meals and snacks. She takes account of any dietary requirements. However, she does not maintain consistent support for children's good health. Her hygiene practices are inconsistent. For example, she does not always encourage children to wash their hands before eating. This does not help them to develop good hygiene habits. n The childminder supports children's emerging communication and language skills well. She encourages children to repeat words, answer questions and hold conversations. The childminder learns basic words in children's home languages to help them feel included and valued. She exposes children to music, songs, rhymes and stories daily, as she recognises their importance for developing

p.2

need to do better?

children's vocabulary and speech. n Children enjoy time outside in the fresh air daily. The childminder ensures that they either spend time in the garden or on trips in the local community and wider world. They visit parks and farms and go to feed the ducks. They also visit the library. This helps children to build confidence and develop an understanding of the wider world.

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 review and strengthen the organisation of routines to precisely focus on meeting all children's individual learning needs n embed hygiene routines consistently, such as handwashing, in order to promote good hygiene practice to children.

p.3

Setting details

Unique reference number 2673414 Local authority Buckinghamshire Inspection number 10350667 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 5 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered 2022. She lives in Amersham, Buckinghamshire. The childminder offers care Monday to Thursday, from 7.30am until 5pm, for most of the year. She holds Qualified Teacher Status. The childminder provides government funded early education places for children aged from nine months to four years.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about her intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

5 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.

p.4

Inspection activities

5 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.

p.5

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