Childminder EY409704

Inspection date

Previous inspection date 8 August 2016 15 July 2015

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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

 Children make good progress in their development and learn the skills they need in order to move on to their next stage of learning. The childminder successfully checks their progress and regularly shares what she sees with parents.  The childminder has raised the standards of her practice well since her last inspection. She effectively evaluates her service and has made improvements to the quality of teaching which has improved children's learning to good levels.  Partnerships with parents and others involved in children's learning are strong. The childminder knows how to communicate effectively and in a timely manner to provide children with consistent support and help them make good progress.  The childminder develops children's own understanding of safety so that they learn to tackle risks in their play appropriately. She also encourages children's independence and helps them to become successful and confident learners. They are cared for well.

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It is not yet outstanding because:

 The childminder does not always develop early literacy skills as effectively as possible.  The childminder does not regularly help children to celebrate and value one another's differences to develop their understanding of others' backgrounds and beliefs.

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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

 develop children's early reading and writing skills more effectively  help children gain a better understanding of the similarities and differences between one another to develop their awareness of others beyond their own families.

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Inspection activities

 The inspector and childminder discussed and evaluated how well she meets the requirements of the early years and Childcare Registers.  The inspector and the childminder discussed and evaluated the quality of teaching practices and her understanding of child development.  The inspector observed the childminder's interactions with children during daily play routines.  The inspector took account of the parents' written views.  The inspector viewed a range of documentation, including policies and procedures, and children's records.

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Effectiveness of the leadership and management is good

The childminder has improved her knowledge and skills since her last inspection. For example, she has attended training, liaised with other professionals and sought information to help her improve her expertise. Safeguarding is effective. The childminder has a clear understanding of what to do if she is concerned for children's safety and has up-to-date knowledge of local child protection procedures. She monitors children's play and their learning environment to minimise hazards to their safety. The childminder's system of self-evaluation helps her to improve areas of her practice. For example, she takes account of the opinions of parents and children when planning learning opportunities and evaluating her provision.

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Quality of teaching, learning and assessment is good

The childminder gains a range of information from parents about their children's needs and preferences when they start. She uses this information to support the initial assessment of children's abilities and plans for what they need to learn next to develop their skills further. The childminder uses what children enjoy to plan activities that extend their abilities. For example, she supports young children's communication skills through singing their favourite songs. Parents receive regular help and information to support their children's learning at home. The childminder provides a stimulating play environment and shows strong teaching skills. For example, she maintains good eye-contact when talking to children and gives them time to respond to her.

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Personal development, behaviour and welfare are good

The childminder is warm and caring and helps children to become confident learners. For example, she stays close to young children, giving them affection and reassurance as they explore the toys and environment around them. She offers children a range of resources to support their play and responds sensitively to their care needs. Children develop the independence to do things for themselves. For example, very young children are encouraged to try and wipe their hands before their meals. The childminder praises them and gives clear expectations for their behaviour. Children behave very well and develop good social skills.

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Outcomes for children are good

Children make good progress. They develop good physical skills and young children learn to stand, take steps with help, and develop their coordination skills. They develop a good awareness of simple technology. For example, they explore interactive toys with curiosity, finding out the sounds that they make when they press the buttons. Children enjoy and join in with familiar songs. They focus well on the childminder as she sings and mimics the actions she shows them.

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Setting details

Unique reference number EY409704 Local authority Milton Keynes Inspection number 1054821 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 15 July 2015

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Telephone number

The childminder registered in 2010. She lives in Newport Pagnell, Buckinghamshire. The childminder offers childcare three days a week from 7.30am to 6pm, all year round.

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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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