Childminder EY483255

Inspection date

Previous inspection date 31 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

 The enthusiastic childminder plans carefully for children's individual learning experiences. Children are enthused by the good selection of toys and resources.  The childminder observes and assesses children's progress as they play and join in with activities. The information gathered is used well to plan their future learning.  The childminder has a good understanding about how to support the health and safety of children in her care. She assesses all risks to her premises and reduces these effectively so children are able to play safely.  Children benefit from the positive partnerships that exist between the childminder, their parents and other professionals involved in their lives. She shares information to support children's care and further complement their learning.  The childminder attends training and uses her knowledge well to extend children's learning. She evaluates her provision well to identify areas for improvement. For

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This provision is good

example, she has made changes to allow children more freedom to initiate their own learning and has noticed how this has boosted their confidence and self-esteem.

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It is not yet outstanding because:

 The childminder does not make the best use of all opportunities to extend children's early writing and reading skills fully.  The childminder does not fully extend younger children's understanding of themselves and of others around them, as well as important people in their lives.

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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

 place more emphasis on developing children's early literacy skills, to accelerate their progress even further  increase opportunities for younger children to learn about one another's similarities and differences, to strengthen their own sense of identity and understanding of other people.

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Inspection activities

 The inspector observed activities in the childminder's home, inside and in the garden.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's records and planning, and discussed the childminder's policies and procedures.  The inspector took account of the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of local child protection procedures. She regularly updates her professional knowledge to keep up to date with changes in legislation to safeguard children. Children learn about keeping safe; for example, they practise road safety and participate in emergency evacuation procedures. The childminder closely monitors the children's ongoing progress and this helps her to identify any possible gaps in their learning. Parents are involved well in their children's learning. For example, they receive informative progress reports and attend regular meetings to share and plan future learning experiences for their children. The childminder is well organised and maintains all required documentation, which she uses well to underpin her good practice.

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Quality of teaching, learning and assessment is good

The childminder uses effective teaching skills to help children make consistently good progress towards the early learning goals from their starting points. For example, she plans engaging and enjoyable mathematical activities to help children successfully recognise numbers, count and match. Children develop good language skills, for example, as the childminder skilfully asks questions and suggests ideas. With her support, children learn to play cooperatively and take each other's needs into account. Children respond to the world creatively and imaginatively. For example, they play musical instruments, paint and express their ideas in make-believe play.

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Personal development, behaviour and welfare are good

Children are happy, secure and settled with the childminder. The childminder has high expectations for children's behaviour and she teaches them good manners. Children share and take turns as they play. For example, children are kind towards one another as they share pretend phones during role play. The childminder regularly praises the children, which develops their confidence and self-esteem well. Children are also proud to display their artwork in the childminder's home. The childminder takes children on a variety of outings to broaden their learning experiences. For example, children learn to care for living things when they visit the zoo and farm. This also helps to develop children's physical skills and to maintain healthy lifestyles.

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Outcomes for children are good

Children make gain good communication and language skills. For example, they thoroughly enjoy exploring sounds and letters with the support of the childminder. They develop good independence, for example, as they choose toys and resources, and pour their own drinks. Children develop the knowledge and skills they need in readiness for school.

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Setting details

Unique reference number EY483255 Local authority Milton Keynes Inspection number 1000467 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 8 Total number of places 4 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 Hanslope, Milton Keynes. The childminder offers care on Monday to Friday from 7.30am until 6pm, for most of the year.

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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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