Allen, Carolyn Lesley

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 confidently express their preferences and independently choose what they would like to play with. They are full of smiles and show enthusiasm for the wide range of resources available to them. The childminder is attentive to their needs and emotions, responding with care and kindness. She provides consistent encouragement, guidance and cuddles of reassurance, which helps nurture children's self-esteem and builds their confidence further.

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The provision is good

The childminder is very consistent in her expectations around behaviour. She understands how important this is for children's sense of security and for them to develop a clear understanding of why simple rules are in place. The childminder encourages children to consider how their behaviour affects others. She teaches older children responsibility, patience and tenderness towards younger ones during play. She frequently praises children and models kindness and respect, fostering a calm, harmonious learning environment.

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The provision is good

Children benefit from a fun and stimulating environment, the childminder plans and delivers a unique curriculum that takes account children's interests and individual needs. For example, children build with large coloured blocks developing their knowledge of colour and shape. Younger children roll balls along tubes and runways and scream with delight as the balls chase each other and appear at the bottom.

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need to do better?

n The childminder's care practices are effective. The childminder recognises when children are tired and follows parents' routines from home to help settle them down for a nap. Children quickly drift off to sleep, showing they feel safe in the childminder's care. n The childminder has a very good understanding of how children learn and develop. She is aware of each child's age and stage of development and abilities, and she regularly assesses their progress. The childminder plans an engaging curriculum that meets children's individual interests and supports their next steps in learning. This approach prepares children for the transition to school effectively. The childminder supports children with special educational needs and/or disabilities well. n The childminder uses books well to help support children's learning. Children enjoy stories with her. For example, they enjoy learning about the characters in

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need to do better?

the story. The childminder pronounces words clearly and asks simple questions. Children are developing good early literacy and communication skills. n Promoting children's health is a clear priority for the childminder. She works closely with parents to ensure they provide nutritious meals and snacks for their

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need to do better?

5 June 2025 children. The childminder supports children to learn about the importance of cleaning teeth and ensures children learn to wash their hands regularly before eating and after free play. She encourages children to eat healthily, providing fruit snacks and plenty of water to hydrate them. n The childminder places an importance on children learning about their community and the wider world around them. Children attend regular toddler groups and enjoy visits to a range of interesting places in the surrounding area. For example, they like to chat to the local 'lollipop lady' and learn about crossing the road safely. n The childminder evaluates her practice daily. She reflects on what went well and what she could do differently to develop her practice further. She uses her findings to support her plans. The childminder is keen to build on her knowledge and skills and completes regular reading and research beneficial to her practice.

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need to do better?

For example, she has recently introduced baby signing for children who may be non-verbal. This has also been shared with parents to use at home. n Partnerships with parents are effective in supporting children's learning and development. Parents speak positively about the childminder. They appreciate the care and nurturing environment that the childminder provides for their children, and feel she creates strong bonds with children that help them thrive. The childminder obtains some information from parents about what children know and can do. However, this is not thorough enough to precisely assess children's starting points and to tailor children's next steps in learning, to inform early planning.

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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 gather information from parents to precisely plan for children's learning when they start in the setting.

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Setting details

Unique reference number 162113 Local authority Buckinghamshire Inspection number 10398057 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 2 October 2019

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Information about this early years setting

The childminder registered in 2001 and lives in Wendover, Buckinghamshire. She operates from 7am to 6pm, Monday to Friday, all year round. The childminder has a recognised childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their written views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

5 June 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

5 June 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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