Childminder in Buckinghamshire

Inspection date

Previous inspection date 28 October 2015 14 March 2011

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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 quality of teaching is good. The childminder knows the children well because she carries out robust assessments to identify their learning and development across all areas. Children make good progress.  The childminder has strong bonds with children. Consequently, they settle quickly when they first start and explore and learn readily because they feel safe and secure.  The childminder is well qualified and carries out effective ongoing training to develop her practice. This helps her to know how to offer better opportunities for children.  Children behave well because the childminder manages behaviour consistently. For example, she clearly explains rules and praises children's positive conduct.  The childminder provides children with good opportunities to experience a range of exciting outings and events. For instance, the childminder takes them to toddler groups and outings within their wider community.

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It is not yet outstanding because:

 Children do not always have enough opportunities to increase their independence and make their own choices. For example, toys and resources are not always within reach of children.  Children do not always have enough opportunities to develop their awareness of the differences that exist within their wider world. For example, children have fewer occasions to learn about different cultures and disabled people.

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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

 promote children's independence by ensuring that children can easily select resources for themselves  provide more opportunities for children to learn about differences, such as disabled people and cultural diversity, to strengthen their awareness of the wider world.

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Inspection activities

 The inspector toured the areas of the premises that children use.  The inspector read written comments from parents to gather their views.  The childminder observed children and carried out a joint observation with the childminder.  The inspector spoke to the childminder to determine her knowledge and understanding of the requirements.  The inspector sampled policies and other documents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good awareness of child protection procedures. She is aware of the signs that may cause concern for a child's welfare and knows how to report these to help to keep children safe from harm. The childminder carries out routines with children that teach them how to keep themselves safe. For example, she involves them in practising emergency evacuation drills and talks to them about road safety when they are out. She is vigilant about safety and constantly checks the areas and resources that children use to make sure they remain suitable. The childminder uses self-evaluation effectively to identify areas for improvement. She invites the views of others to make sure her service is meeting their needs and interests. The childminder has strong relationships with parents. She successfully shares information with them about children's learning to promote continuity. The childminder regularly meets

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Effectiveness of the leadership and management is good

with other local childminders to share ideas. She understands how to work with other professionals to provide consistency.

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Quality of teaching, learning and assessment is good

The childminder has high, yet realistic expectations of what children can achieve. Children have good opportunities to develop their physical skills. For example, they enjoy building towers with bricks, making marks on paper and picking out and helping to carve pumpkins. The childminder supports children to develop their counting and colour recognition skills through interesting activities to keep them engaged. She provides good opportunities for them to interact with other children and to visit different places within their community. Children use their imagination well. For instance, they imitate speaking to others on a plastic phone, use toy computers to type, and push their dolls around in pushchairs.

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Personal development, behaviour and welfare are good

The childminder helps children to acknowledge their own achievements. She constantly praises them to help develop their confidence and self-esteem. Children learn to carry out personal care routines with minimal adult intervention, depending on their age and abilities. For example, older children are encouraged to wash and dry their own hands. The childminder sensitively changes younger children's nappies to make sure they are well cared for. She encourages parents to supply healthy meals and snacks, and she ensures that children have fresh drinking water at all times. The childminder reads children stories about going to school to help prepare them for upcoming changes to their routines.

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Outcomes for children are good

Outcomes for children are good. Children learn and develop well and make good progress in relation to their starting points. This prepares them well for future learning.

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Setting details

Unique reference number 150000 Local authority Buckinghamshire Inspection number 846704 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 14 March 2011

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Telephone number

The childminder was registered in 2001. She lives in High Wycombe, Buckinghamshire. She operates from Monday to Thursday, between 7.30am and 6pm, for 48 weeks a year. The childminder holds a relevant childcare qualification at level 3.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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