Childminder EY469156

Inspection date

Previous inspection date 6 September 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 childminder provides a broad range of exciting activities that builds on children's interests. Children follow their own ideas and experience planned opportunities that help them to achieve their next steps in learning. They all make good progress relative to their starting points and capabilities.  The childminder tailors her care and routines well to suit the physical and emotional needs of children. For example, she is sensitive to younger children's cues to express their hunger, and amends lunchtime accordingly.  The childminder has established effective partnerships with parents to help support their children's learning at home.  The childminder reflects on her provision regularly to strengthen outcomes for children. For example, she has used information gained from training and links with other professionals, including her co-childminder, to extend the play opportunities for younger children.

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It is not yet outstanding because:

 Sometimes, the childminder does not adapt her teaching to help extend the learning for all children involved in the same activity.  The childminder does not share detailed information with other settings children attend, so that children experience the highest levels of consistency in teaching and continuity in care.

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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

 build on all children's learning to consistently extend their thinking and learning skills  develop the partnerships with other early years settings children attend to exchange more information about children's level of development to support a consistent approach to meeting children's learning and development needs.

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Inspection activities

 The inspector observed the childminder as she interacted with children during activities.  The inspector looked at a range of documentation, including records of children's learning and some policies. The inspector explored the childminder's self-evaluation process.  The inspector and the childminder evaluated the effectiveness of an activity together.  The inspector checked the qualifications and training of the childminder, along with evidence of suitability.  The inspector considered the views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows what to do if she has any concerns about children's welfare. She keeps up to date with policies and procedures to keep children safe. The childminder makes ongoing accurate assessments and has discussions with parents to ensure she knows children well. She checks children's progress and quickly identifies any gaps in their learning. When children require further support she works well with parents to help them seek professional advice so children catch up. The childminder reflects accurately on her practice and values the views of parents, children and her experienced co-childminder to identify areas for improvement. She engages well in professional development opportunities, such as training, and uses this knowledge to improve the experiences she provides for children.

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Quality of teaching, learning and assessment is good

The childminder's positive interactions help children learn. For example, she provides children with explanations and carefully questions them to ensure they understand and engage. The childminder understands how to support their language development. For example, she names objects and comments as younger children explore the toys and resources. Babies and younger children benefit from many activities, such as time to explore using their senses. Pre-school-aged children experience both planned and spontaneous opportunities to develop their literacy and mathematics. For example, the childminder helps them count and recognise shapes. All children have daily opportunities to listen to stories and enjoy singing.

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Personal development, behaviour and welfare are good

Children are confident, happy and safe with the childminder. She explains the reasons to children behind her rules and expectations. They are patient and take turns with their friends. The childminder supports children to talk about their feelings and consider how others may feel. She helps children to learn about other cultures and their own similarities and differences in many ways. For example, she took children to an activity day at a museum to explore the festival of Ramadan.

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Outcomes for children are good

Children are motivated learners and they enjoy their learning. They develop the necessary skills for their next stage in learning or move on to school. Children make particularly good progress in developing their personal and social skills. They confidently choose resources and they enjoy joining in with group activities. Older children are considerate of younger children and they listen well to each other. Children show growing independence and begin to manage their personal care needs. Children learn about safe and healthy choices, such as physical exercise and road safety.

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Setting details

Unique reference number EY469156 Local authority Buckinghamshire Inspection number 993297 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 6

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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 works together with another childminder in Aylesbury, Buckinghamshire. The childminder provides care daily from 7.30am to 6pm.

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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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