Childminder EY485202

Inspection date

Previous inspection date 24 August 2016 Not applicable

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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 from their individual starting points. They gain the physical, social and communication skills needed to progress on to the next stages of their learning.  The childminder makes accurate assessments of children's abilities and shares these with their parents. She helps parents to understand their children's development and to support their learning at home.  Children engage with a wide range of toys and activities. They pay close attention during activities and demonstrate a keen willingness to try new things.  The childminder has developed her practices since she first registered. She asks parents and children for feedback and reflects on this as part of her ongoing professional development and to improve her practice. She maintains her knowledge and develops her teaching skills, to improve children's experiences.  The childminder understands how to minimise risks to children's safety and what to do

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It is not yet outstanding because:

 The childminder does not consistently challenge children's mathematical skills, beyond counting out, to further develop their play and learning opportunities.  The childminder does not take all opportunities to develop children's awareness of letters and the sounds they make, to fully support their pre-reading and writing skills.

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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

 provide more opportunities to develop children's mathematical understanding beyond helping them to gain early counting skills  make the most of opportunities to support children's recognition of letters and the sounds they make, to fully encourage their early reading and writing skills.

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Inspection activities

 The inspector observed the childminder's interactions with children during their daily play routines.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector and the childminder evaluated a planned activity together.  The inspector took account of 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 developed her understanding of child development and her teaching skills since she first registered. For example, she has developed her planning and assessment processes after updating her knowledge and understanding well. The childminder establishes strong partnerships with parents and works with them to support children's learning. Parents give positive feedback about the childminder's provision. The childminder has good arrangements for supporting children's transitions to school and knows how to help children prepare emotionally for change. Safeguarding is effective. The childminder understands and keeps up to date with local child protection procedures.

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Quality of teaching, learning and assessment is good

The childminder asks parents for a good range of information when children first attend to help support children's well-being. She uses this to get to know the children and form an initial assessment of their skills. She continuously monitors their development to help them make good progress and shares their development effectively with parents. The childminder interacts with children very well. For example, she uses her tone of voice, a good range of questions and interesting resources to maintain children's focus and attention during activities. The childminder manages children's behaviour effectively. She allows children to try things for themselves and become independent. For example, children use knives to cut up fruit at snack time.

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Personal development, behaviour and welfare are good

The childminder encourages parents to share information about their home lives with her. For example, the childminder uses what she knows about children's home routines and preferences to incorporate into her own practices. The childminder creates a warm and welcoming environment in which children can play. She offers children choices and supports their play effectively. For example, when children want to have the same toy, she shows them where to find additional resources to help them play cooperatively. The childminder develops children's awareness of others effectively. For example, children use a range of multicultural resources and celebrate different festivals throughout the year.

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Outcomes for children are good

Children play with imagination and creativity. For example, they narrate to others what they are imagining as they play in the sand. Children develop good communication skills. They share ideas and explain their thinking, and listen to the ideas of others as they share a new storybook. Children develop a good understanding of the world around them. They notice the effects of the sun on a tray of water and ice and talk about how it has changed. Children show a willingness to explore; for example, as they try fruit that is new to them and talk about how it tastes.

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Setting details

Unique reference number EY485202 Local authority Buckinghamshire Inspection number 1001809 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in Aylesbury, Buckinghamshire. She offers childcare between the hours of 8am and 6pm each weekday, all year round, but is flexible to the needs of each family.

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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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