Childminder EY501578

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

This kind and nurturing childminder creates a warm and welcoming environment where children feel very much at home. She gets to know children well and ensures that their interests are considered when planning. For example, she provides sand play and pouring activities in the garden area where children have shown prior high levels of enjoyment and engagement. The childminder knows how children learn and plans a wide variety of activities to ignite their curiosity and support further development. These include bubble blowing with a variety of shaped blowing tools. Children delight in wonder at the shapes and sizes of the bubbles they create.

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The provision is good

The childminder sets clear boundaries and is consistent in her expectations for behaviour. Children benefit from these and the regular routines, subsequently behaving well. Children help to tidy away toys from an early age and are supported in gaining early skills well. These include promoting listening skills. The childminder skilfully gets children to tune into sounds around them, such as bird song and aeroplanes. She demonstrates huge excitement and enthusiasm on hearing these herself, which results in children listening too. Consequently, young children know what she means when asking them to 'listen' to her instructions at later times.

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need to do better?

n Children benefit from the wealth of activities outside of the setting that the childminder provides. Trips to farms and parks provide children the opportunity to explore and gain a greater understanding of the world around them. Visits to toddler groups and attending planned playdates with other childminders helps children to gain confidence and social skills in a variety of situations. n Children are enthusiastic in their learning. They settle quickly, immediately exploring and engaging in play. The childminder uses her wide range of resources effectively and ensures that what she provides is age-appropriate. She makes good use of ongoing observations and assessments of children to inform her planning. n The childminder focuses on helping children to gain essential skills, such as listening, following instructions and being kind. Generally, she helps children in becoming independent learners through teaching them activities such as putting

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need to do better?

on their own shoes and coats. However, at times, she can be quick to help children with other basic activities, which does not fully support children's independence and resilience. n The childminder provides a host of activities to support children's small muscle development. For example, she encourages children to use spoons and scoops when moving pasta from trays to bowls rather than just using their hands. In addition, children are supported well when trying to stand small animal toys up

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need to do better?

1 September 2025 on their legs rather than just laying them down during play. Children are gaining skills to support future readiness for early writing. n Children are acquiring a solid grounding in early mathematical skills. The childminder uses opportunities during their play to teach and enhance their understanding of early mathematical knowledge. For instance, when children place toy dinosaurs into pots, she encourages them to do this using corresponding colours. She models counting them into the pots and placing them into straight lines. n The childminder plans a stimulating curriculum. She ensures this pays regard to children's changing preferences and stages of development. For instance, knowing that children have a love for music, she uses this to play simple songs repeatedly to help children gain new words. However, at times, planning does not consider the wide variety of cultural backgrounds that children and their

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need to do better?

families may have. This means that children's understanding of equality and diversity is not always best supported. n The childminder is an excellent role model. She consistently demonstrates kindness and consideration for others. She models good sharing and offers children an abundance of praise for good behaviour choices. Children behave well, and their emotional well-being is supported effectively. n The childminder regularly evaluates her practice. She attends mandatory training to keep her knowledge and skills relevant and up to date. In addition, she regularly meets with other childminders to discuss and share good practice. n Excellent partnerships with parents are in place. The childminder provides daily verbal and written information regarding each child's activities and progress. She asks parents for their own views on her setting and swiftly acts on any appropriate suggestions for improvements that they make.

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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 plan more opportunities for children to further develop greater independence skills n support children to gain a deeper knowledge and understanding of people's similarities and differences.

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Setting details

Unique reference number EY501578 Local authority Buckinghamshire Inspection number 10407669 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 2 Date of previous inspection 15 January 2020

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Information about this early years setting

The childminder registered in 2016 and lives in Slough. She operates Monday, Thursday and Friday, from 8.30am to 5.30pm, throughout most of the year. The childminder offers government-funded places for eligible children.

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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 that they are safe and suitable for children. n The inspector observed a planned, adult-led activity and provided feedback to the childminder. n Parents shared their views on the setting with the inspector through written and verbal feedback. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 September 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

1 September 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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