Childminder EY396442

Inspection date

Previous inspection date 9 September 2016 2 December 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

 The childminder understands how children learn and creates an exciting environment, which challenges and expands their experiences. All children, including those learning to speak English as an additional language, make good progress from their starting points.  Parents say children enjoy the many different and exciting activities available. They comment on the good information they receive and the improvement their children make, which helps to extend learning at home.  The childminder supports children's behaviour effectively. For example, she encourages good manners and helps them share resources. She creates opportunities for children to question and learn about differences, such as between themselves and others.  The childminder seeks out the views of parents, children and her co-childminder to help evaluate her teaching skills. She focuses well on implementing a targeted programme of personal development, to help improve her teaching skills.

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It is not yet outstanding because:

 The childminder does not make the most of opportunities to extend further children's understanding and use of mathematical language.  The childminder does not always create enough opportunities for children to use music creatively.

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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 practical ways for children to explore and use mathematical language to extend their learning  create more opportunities for children to explore and use music imaginatively.

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Inspection activities

 The inspector observed children's play and learning during the inspection.  The inspector sampled a range of documentation, including children's developmental records, the childminder's key policies and procedures, and self-evaluation.  The inspector conducted a joint observation with the childminder and discussed the findings.  The inspector took account of children's and parents' views through discussions during the inspection, and by sampling written feedback comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands the procedures to follow to report any welfare concerns and she is alert to any changes in children's behaviour. She is thorough in her processes for monitoring children's development. She values parents' thoughts and those of professionals from other settings children attend, to help influence her planning. The childminder takes every opportunity to develop her professional skills and keeps her knowledge up to date. For instance, since attending training about forest schools, she has increased her understanding of the importance of outside play, including ways to develop her resources. Planning for individual children, including how they learn has improved. She carefully assesses her practice to achieve good outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder makes good use of both inside and outside areas to encourage learning. She creates many opportunities for children to engage with each other while they learn through play. For example, she encourages children to engage in role-play opportunities in the 'mud kitchen', while searching for toy frogs and ducks in the water. She models new words, such as 'splat' and 'splash', and supports children to count. The childminder encourages children to develop physical skills effectively. For example, children use their hand and finger movements to make marks, and create mould with the wet soil. They run, crawl and climb, moving in many different ways while exploring outside.

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Personal development, behaviour and welfare are good

The childminder is effective in helping children to build good relationships and feel emotionally secure. For example, she works well with parents to settle new children and establish how they learn. She encourages children to try skills which help them to be independent, such as putting on clothing for outside play. Additionally, she makes sure they have opportunities to make choices and act on their ideas, such as looking for frogs in the garden. The childminder supports children well to learn about their own safety and take appropriate risks within their play. For instance, she encourages them to use their arms when walking on balancing equipment. The childminder is effective in supporting children's understanding of healthy eating.

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Outcomes for children are good

Children are lively and engage actively in learning new skills. They explore and investigate with their friends, and are keen to talk and share ideas. Children gain a strong foundation for learning, in preparation for their move on to school.

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Setting details

Unique reference number EY396442 Local authority Buckinghamshire Inspection number 1057798 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 3

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Name of registered person

Date of previous inspection 2 December 2015

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Telephone number

The childminder registered in 2009. She works with a co-childminder at the co- childminder's home in Aylesbury, Buckinghamshire. The childminder provides care on weekdays and operates her service 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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