Childminder in Buckinghamshire

Inspection date

Previous inspection date 21 October 2016 23 October 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder has successfully addressed the recommendations raised at the previous inspection. She has improved her practice to develop her provision further and improve outcomes for children.  The childminder is a positive role model. She is kind, caring and has a consistent approach to encouraging children's positive behaviour. Children behave well and form close attachments to her.  The childminder makes regular and comprehensive assessments of children's progress. She uses this information to accurately plan for each child's next steps in learning to help support their good progress.  The childminder plans a broad range of stimulating activities and uses effective teaching methods to successfully engage children. She offers plenty of encouragement for children's efforts and achievements, which helps to build their confidence and self- esteem.  Partnerships with parents and other settings children attend are good. The childminder

p.1

This provision is good

regularly exchanges information to help to ensure continuity in children's care and learning.

p.1

It is not yet outstanding because:

 Sometimes, the childminder misses opportunities to teach children how to use computers and other technological devices to enhance their learning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 increase opportunities for children to use computers and other technological devices to further enhance their learning.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector observed and discussed a planned activity with the childminder.  The inspector looked at a range of documentation, such as assessments of children's learning, and the childminder's policies and procedures.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took into account the written views of parents.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is fully aware of her responsibility for the procedures to follow should she have concerns about a child in her care. She regularly checks the environment to keep it free from hazards and helps children to understand how to keep themselves safe. For example, she practises road safety with children when they are out in the community. The childminder attends regular training to update her knowledge and skills. She reflects on her practice and evaluates the provision, taking into account the views of parents and children. This helps to drive improvement in the provision and enhance learning opportunities for children. For example, she uses a good range of resources, which has helped to develop children's speech and language skills as they play.

p.3

Quality of teaching, learning and assessment is good

The childminder understands how children learn through play and exploration. She uses a range of effective strategies to encourage children's communication skills. The childminder talks to children as they play, showing interest and enthusiasm, helping them to test out their ideas. She asks questions, introduces new words and provides regular opportunities to help children focus their listening and attention skills. For example, the childminder uses songs, music and role play activities. She uses everyday routines and exciting activities to develop children's mathematical skills. For example, toddlers enjoy dipping sponges into paint to make marks on paper, and they recognise shapes and sizes, and count with the childminder. Children are keen to hear the childminder read. They listen intently, participating with enjoyment.

p.3

Personal development, behaviour and welfare are good

The childminder supports children's emotional well-being effectively and provides good levels of care for children. She helps children to develop an awareness of how to stay safe and live a healthy lifestyle. The childminder encourages children to eat healthy food and they learn how to follow good hygiene routines. Children have opportunities to be physically active, for example, when they visit local parks and places of interest. The childminder teaches children about their wider communities when they go to toddler groups, local farms and museums, for instance.

p.3

Outcomes for children are good

All children make good progress in relation to their starting points. They are independent, make choices about their play and have good problem-solving skills. Children are confident, self-motivated and willing to try new things. They persevere at tasks which present a challenge. Children have good communication skills and develop the important skills and attitudes needed for the next stage in learning, including school.

p.3

Setting details

Unique reference number EY419489 Local authority Buckinghamshire Inspection number 1058967 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 5 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 23 October 2012

p.4

Telephone number

The childminder registered in 2010. The childminder and her family live in Stewkley, Buckinghamshire. Children are cared for on a part-time basis. The childminder works from 7.45am to 6pm, Monday to Friday, throughout the year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5