Ells, Lisa

Inspection date

Previous inspection date 16 November 2015 1 May 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 children respond confidently to an attractive, well-organised and highly stimulating environment, and become deeply engrossed in their chosen activities.  The childminder uses her good knowledge and understanding of child development to meet children's learning and care needs effectively. All children progress well.  Children are motivated to be self-reliant. The childminder encourages them to play and learn independently, and guides their learning only when necessary.  The childminder helps children build positive and trusting relationships. She encourages them to share and to cooperate with one another when playing and learning.  The childminder has high expectations, a nurturing manner and well-established routines to develop children's good behaviour.  The childminder constantly develops children's speaking and listening skills and promotes their love of books, songs and rhymes. The childminder works effectively with

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This provision is good

parents to share learning and care development. Parents fully appreciate her methods and practices.

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It is not yet outstanding because:

 The childminder assesses children's progress accurately during her interactions with them. Overall, she plans well to help them progress. However, a slight lack of precision at times means that teaching is not always focussed as specifically as possible at helping children make the best possible progress.

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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

 increase use of observations focused on specific learning goals  plan next steps in greater detail to achieve swifter progress towards improved outcomes.

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Inspection activities

 The inspector observed activities in the childminder's home 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 all parents' views.  The inspector looked at children's records and their learning journals, and policies, procedures and other relevant documentation.

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Effectiveness of the leadership and management is good

The childminder provides a good range of practical and creative activities for children's all- round development. For example, books, visits and outings inspire children's art and craft activities, which are displayed on the walls. A visit to a temple helps them learn about different cultures in their neighbourhood. The childminder constantly seeks to improve her practice. She knows and understands safeguarding procedures, and follows them closely to promote children's welfare and safety. She is alert for signs that children may be at risk of harm, and knows how to report concerns. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder expertly promotes communication and language skills, and develops children's thinking skills. For example, she questions and suggests ideas as children connect bricks to make a tower taller than themselves. Children explore what makes the tower stand firmly or topple. As they begin to use measuring words for comparisons, the childminder models and repeats the correct use of words. Children develop their physical skills and coordination, for example, as they complete puzzles. The childminder uses children's chosen activities to extend their learning. For example, when a child successfully matches jigsaw pieces of a picture of a piano, the childminder fits batteries into a toy piano and encourages them to press keys to hear different instrument sounds and tunes. The childminder knows how to build on children's enjoyment to extend their learning. For example, children learn the names of instruments and to hum different tunes. Some are

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Personal development, behaviour and welfare are good

Children appreciate the well-maintained and thoughtfully set up environment. They know when they need to rest, and are comfortable in choosing an armchair or a floor cushion. At snack time they identify different fruits and the childminder guides them to cut their own with safe tools. The childminder supervises children's attitudes and conduct well, and positively develops them. For example, when children do not know how to take turns at pressing keys on the piano, she suggests methods which they follow readily. The childminder has high expectations of behaviour and successfully supports children to behave well.

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Outcomes for children are good

Children make good progress in their learning and development. They enjoy playing together and tolerate each other's differences. They learn to handle books and enjoy the contents. They develop precise handling skills for early writing. They learn a good range of skills to prepare them for future learning.

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Setting details

Unique reference number EY361378 Local authority Buckinghamshire Inspection number 835454 Type of provision Childminder Day care type Childminder Age range of children 2 - 8 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder registered in 2007. She lives in Amersham, Buckinghamshire. She cares for children from 8am to 6pm for five days a week during term time and school holidays. She is accredited to receive funding for the provision of free early education for children aged two, three and four years. The childminder holds a relevant 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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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