Childminder EY549092

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder has a clear idea of what she wants children to learn and focuses her curriculum around supporting them to become confident talkers. She uses basic sign language to further encourage children to find ways of communicating. This is beneficial, as young children are beginning to explore strong emotions and find ways to express their feelings. The childminder draws on her experience of teaching to ensure that she successfully builds on what children already know and can do. Children demonstrate highly positive attitudes towards their learning. They become visibly excited and enthusiastic about new experiences and are eager to practise the new skills they learn. As the childminder has an extensive knowledge about children's development, she makes well-informed observations and identifies precise next steps. This encourages children's good progress. Furthermore, the childminder can readily identify if children's progress does not meet expectations

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The provision is good

and takes decisive action to support them.

p.2

The provision is good

Children's behaviour is superb. The childminder places high importance on developing children's emotional regulation. Her effective teaching and support for children's personal, social and emotional development enables children to express themselves effectively, even before they are confident talkers. This significantly enhances their experiences and enjoyment as they play.

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need to do better?

n Children have good opportunities to play outdoors where they can be active and test out their physical skills. The childminder supports children well, providing multiple ways for them to build on their interests. They crawl through tunnels, climb and slide and explore natural materials. Children show high levels of concentration and enjoyment. The childminder uses everyday opportunities to introduce children to words and numbers in meaningful ways. n Children are curious and beginning to learn about cause and effect. For example, when playing with blocks, children explore these with their mouth. When the childminder discourages this, children find it amusing and test out her response by playfully raising the brick towards their mouth and giggling loudly. They recognise this is something to be avoided but test out the childminder's reaction over and over again, gaining great enjoyment from her consistent response.

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need to do better?

n The childminder has started to support children to use some basic technology, such as books that have sound buttons and electronic toys. However, her curriculum does not include ways to increase children's learning about safe screen time. The childminder has not yet considered how, together with parents, she can encourage children to develop positive attitudes towards using digital technology. n Children gain a great sense of independence and are capable and confident to

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need to do better?

26 September 2025 do things for themselves. At lunchtime, they get a stool to stand on and confidently wash their hands. The childminder encourages children to make choices, for example when they want to play outdoors and when they want to sleep. By providing children with individualised care, they remain well rested, motivated and ready for learning. n Children form close relationships with the childminder, and parents express how much they value the home-from-home care she provides. The warm and nurturing environment the childminder provides encourages children not only to develop a strong sense of belonging, but to also develop a fondness for her family and pets. Children love to help look after the family budgerigars and include the pet cat in their imaginative play. They show their very obvious affection for the childminder as they regularly check in with her for reassurance. n The childminder knows a wealth of information about children and uses this to

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need to do better?

successfully plan for their learning. However, she has not found a consistently effective way of sharing this with other professionals involved in children's care and education, especially when they are reluctant to exchange information. n The childminder has a robust plan in place to build on her excellent knowledge and skills. She undertakes a programme of professional development that enhances her understanding of any changes that might affect her work with children. This helps her to adapt her work and to remain highly motivated to provide good quality care for children.

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 expand on the curriculum and working with parents to increase children's positive attitudes and learning around digital technology n persevere with establishing relationships with other professionals to exchange the valuable information known about children and their development.

p.3

Setting details

Unique reference number EY549092 Local authority Buckinghamshire Inspection number 10399897 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 5 Date of previous inspection 19 December 2019

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Information about this early years setting

The childminder registered in 2017 and lives in High Wycombe. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a qualified teacher. The childminder offers government funded places for children aged from nine months to two years.

p.4

Inspection activities

n The inspector discussed the intent of the curriculum, observed its implementation during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector and childminder completed a joint observation. Throughout the inspection, the inspector spoke with the childminder and children at suitable times. n The views of parents were obtained through written feedback. n The inspector reviewed required documentation, including information about the suitability of the childminder and household members.

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Inspection activities

26 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

26 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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