Milligan, Dawn Sharon

Inspection date

Previous inspection date 8 October 2015 29 March 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder uses her good knowledge and understanding of child development to meet children's learning and care needs effectively.  Children make expected or better progress in their development. The childminder prepares them well for their future learning.  The childminder interacts well with children, which helps develop their speaking and listening skills. She shares books, songs and rhymes with them that help to build their vocabulary.  Children become increasingly confident because the childminder shows them how to do things and gradually lets them take over when she knows they can succeed.  Behaviour is good. Children learn to cooperate because the childminder works alongside them, showing them what is expected.  Children enjoy a wide range of walks and visits to the local community to broaden their range of learning experiences.  The childminder has good partnerships with parents. They are happy that their children

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This provision is good

are settled and very safe with the childminder.

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It is not yet outstanding because:

 The childminder does not always use her assessments to plan highly challenging activities to help children make even more progress in their learning.  The childminder does not always provide sufficient opportunities to help children to exercise and develop their larger muscles.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 strengthen assessments to identify and plan more challenging activities to extend children's learning further  develop more opportunities for children to exercise and develop their larger muscles.

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Inspection activities

 The inspector observed activities in the childminder's home and outdoors, and the impact her teaching has on children's development.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector carried out an observation with the childminder during the inspection.  The inspector took account of the parents' views.  The inspector looked at children's records and their learning journals; and sampled, policies, procedures and other relevant documentation.

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Effectiveness of the leadership and management is good

The childminder provides stimulating activities to promote children's learning. She reviews children's achievements and uses her assessments to track their progress. The childminder attends local authority courses and local childminder network groups to gain information to develop her skills and teaching practice. The childminder has made improvements since her last inspection; for example, children can access the resources more easily which helps them to make choices about their play so they are learners that are more independent. The childminder knows and understands her safeguarding procedures. She follows them closely to promote children's safety. She recognises the signs that may indicate that children are at risk of harm and how to report any concerns to protect their welfare. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder establishes children's development and learning needs with parents when children first join her. She shares children's ongoing progress with their parents so they can build on their children's learning at home. The childminder promotes children's development by following and using their interests. She demonstrates clearly by example so children learn from her. For example, the childminder helps guide young children's learning to count by teaching them to move each object aside, so they do not count it twice. The childminder often refers to the alphabet and the sounds letters make, so children begin to understand how to use letters for early reading and writing.

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Personal development, behaviour and welfare are good

The childminder communicates high expectations for children's behaviour. She invites children to choose and make decisions, guiding them when necessary. She questions their understanding about safety by asking them to explain why they need to wear seat belts in the car. They behave well and learn how to keep safe. The childminder has regular routines, which help children to feel safe and secure. She broadens children's experiences through a variety of local visits. They enjoy visits to groups where they learn to socialise with other children, learning how to play cooperatively. The childminder seeks and values children's views. They share and celebrate with each other, for example, by baking a cake to share on birthdays. At all other times the childminder promotes healthy eating. She encourages children to manage their personal hygiene and other needs, such as taking off their shoes and coats and putting them away with care.

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Outcomes for children are good

Children make good progress. They show confidence in doing things for themselves. Children learn how to handle books, take turns in games and to complete a task, such as a puzzle. Children are learning about nature, such as how tadpoles become frogs. They learn a good range of skills that prepare them for future learning and school.

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Setting details

Unique reference number EY350901 Local authority Buckinghamshire Inspection number 835297 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 29 March 2012

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Telephone number

The childminder registered in 2007. She lives in Beaconsfield, Buckinghamshire. She cares for children from 8am until 6pm, three days a week, for most of the year.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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