Greig, Stephanie Donna

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 form strong, trusting relationships with the warm and friendly childminder. They readily invite her into their imaginary play, such as when they stage a race using toy worms in a tray of soil. These playful interactions support children's creative ideas and promote innovative learning. The childminder carefully tailors settling-in sessions to ensure a smooth transition for each child. She gathers detailed starting points information from parents and uses this to plan meaningful next steps. As a result, all children make good progress.

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The provision is good

Children behave well. The childminder sets high expectations and consistently encourages the use of good manners. She fosters cooperative behaviour and effectively supports children to share and take turns. Children learn to become independent and take responsibility for their self-care, for example, washing hands before meals and helping to tidy away resources. This reflects their growing understanding of the rules and boundaries established in the setting.

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The provision is good

The childminder delivers a clearly structured curriculum. She demonstrates a secure knowledge of what each child can do and identifies what she wants them to learn next. Her thoughtfully planned hands-on experiences build on children's emerging interests and inspire them to remain engaged and focused. Children are enthusiastic and curious learners. They show a strong desire to explore and discover more.

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need to do better?

n The childminder is committed to providing a high quality service for all children. She recognises the importance of her ongoing professional development and researches opportunities to increase her teaching skills. For example, her recent training on communication and language has improved her ability to introduce new vocabulary based on children's existing knowledge and abilities. n Older children develop well in their early mathematical skills. Through purposeful, practical activities, such as measuring play dough worms with a ruler, they develop concepts of shape, length and measure. The childminder skilfully builds on this by helping children explore how numbers on a ruler increase if an object is longer and decrease if shorter. As a result, children confidently apply mathematical language and gain increasing competence in measuring and comparing objects. n The curriculum is varied and shaped around children's interests. There is a

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need to do better?

strong focus on promoting children's communication, personal, social and emotional, as well as physical development. Activities such as using tweezers to pick up objects, strengthen children's fine motor skills in preparation for early writing. However, at times, the childminder introduces too many ideas at once

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need to do better?

13 June 2025 and does not allow children the time and space to process and work through their ideas. This means that, children's critical and logical thinking skills are not always developed to the fullest. n Children are given plenty of opportunities for physical play. Outdoor experiences promote their competence in climbing, balancing and movement. The childminder offers clear guidance for sitting in equipment that spins around, which helps children develop coordination and control. With her encouragement, children grow in confidence, develop a sense of adventure and eagerly try new challenges. For example, they experiment with different ways of travelling down the slide safely. n The childminder demonstrates a calm and gentle approach. She consistently uses positive praise to acknowledge children's efforts and achievements. Children listen attentively and respond well to the childminder's instructions.

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need to do better?

They adhere to the established routines with confidence. This predictability helps children understand what to expect next and contributes to their sense of security and belonging. n Children learn about some aspects of diversity in the world they live in. For instance, the childminder takes them on visits around the local area and they meet people from different walks of life. However, she does not always make the most of opportunities to develop a deeper awareness of different faiths, cultures and traditions represented by children attending her setting. Consequently, on occasion, children are not always given opportunities to fully consider similarities and differences between their own and others' ways of life. n Partnerships with parents are highly effective. The childminder provides regular updates to parents on their children's progress. She shares ideas to support learning at home. Parents appreciate the range of activities offered by the

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need to do better?

childminder and praise the positive impact on their children's independence, confidence and social skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's needs first.

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should:

n adapt teaching strategies to recognise when children need more time to process their ideas, experiment and solve problems to complete a task n enhance opportunities for children to develop a deeper understanding of diversity.

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Setting details

Unique reference number EY561818 Local authority Buckinghamshire Inspection number 10398714 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 10 Date of previous inspection 6 November 2019

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Information about this early years setting

The childminder registered in 2018. She childminds from her co-childminder's home in Marlow, Buckinghamshire. The childminder cares for children Monday to Friday from 7.30am to 5.30pm, for most of the year. She is eligible to receive funding to provide free early education for children aged nine months to four years.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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 carried out a joint observation of an outdoor activity. n Parents shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 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

13 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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