Childminder EY333219

Inspection date

Previous inspection date 13 June 2016 16 July 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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's leadership and management are good. She regularly evaluates the provision with her assistant. They work well with other professionals and trainers and together they continue to build on improvements made since the last inspection.  Children make good progress. The childminder responds to children's needs well and provides for their learning effectively.  The childminder monitors children's progress and is perceptive in knowing when to move their learning on or to consolidate their skills.  Good teaching helps children to succeed and complete tasks set for them. The childminder successfully helps children to develop speaking and listening skills.  Great trust and understanding are encouraged with each child and they are confident to ask for help when needed.  The childminder's routines and clear expectations for behaviour help children to develop good manners and positive attitudes towards others. She supports their

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This provision is good

understanding of healthy lifestyles to a high standard.  The childminder communicates well with parents about children's welfare and they feel extremely settled and secure. Parents are very pleased with her provision.

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It is not yet outstanding because:

 The childminder does not always use opportunities to extend children's thinking and understanding to help them learn to the highest level.

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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

 help children to develop their thinking skills and understanding to extend their learning fully.

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Inspection activities

 The inspector observed activities in the childminder's setting, and the impact that her teaching has on children's development.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder during the inspection.  The inspector spoke with a parent and took account of other parents' views through questionnaires made available during the inspection.  The inspector looked at children's records, including monitoring systems and observations, alongside the childminder's planning, policies, procedures and a range of other relevant documentation.

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Effectiveness of the leadership and management is good

The childminder provides a welcoming environment in which children of all ages become immersed in their chosen activities. The childminder regularly monitors and improves her practice. She has addressed the recommendation from her previous inspection and improved how she checks children's progress to pinpoint what each child needs to learn next. The childminder knows and understands safeguarding procedures, and follows them closely to support children's welfare and safety. She is fully alert to any signs that children may be at risk of harm and knows how to report any concerns. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

Children are enthusiastic learners and motivated in their play. The childminder plans activities which stimulate children's curiosity. For example, children use books to find out about snails and make models of them after observing one at first hand. Children enjoy sharing books and finding out about different characters in stories. The childminder asks questions to develop children's understanding, for example, by extending their use of words and phrases. Children practise mathematical skills, such as counting, comparing sizes and naming shapes. The childminder pays close attention to each child's response and adjusts teaching to meet children's needs. She takes appropriate action to close any gaps in their learning.

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Personal development, behaviour and welfare are good

Children acquire good independence skills; for example, they remove their coats and shoes when they arrive. They find their own name cards and put them on the register board to show that they are present. The childminder helps children to recognise their own and each other's efforts and praises their achievements. Children feel confident, value their own efforts and keep trying harder. Children are considerate and polite with each other. They learn about living things at first hand. For example, they help to take care of a rabbit and watch pupae changing into butterflies. The childminder helps children to develop an excellent understanding of healthy lifestyles.

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Outcomes for children are good

Children make good progress. They have good attitudes towards learning. Children develop skills in manipulating and exploring objects and materials from an early age. They develop physical skills well. Children are tolerant and cooperative with each other. They learn a good range of skills to prepare them for the next stage in their education. These include their early mathematical and reading skills.

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Setting details

Unique reference number EY333219 Local authority Milton Keynes Inspection number 1048943 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 12 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 16 July 2014

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Telephone number

The childminder registered in 2006. She lives in Emerson Valley, in Milton Keynes. The childminder is available to care for children from 8am to 6pm, Monday to Thursday, throughout most of the year. An assistant works alongside her for three days of the week. The childminder holds a relevant professional early years qualification.

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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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