Childminder EY468953

Inspection date

Previous inspection date 27 October 2016 7 May 2014

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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 uses her good understanding of how children learn to provide activities that help them achieve the next steps in their learning. All children make good progress from their individual starting points.  The childminder gets to know children well over time and sensitively responds to children's physical and emotional needs. For example, she recognises when children who attend after a day at pre-school need to rest and relax.  The childminder provides a warm and welcoming environment. She stores her resources to help children choose what they want to play with freely.  Since her previous inspection, the childminder has made many improvements to her practice. Her risk assessments sensitively consider the needs of the individual children who attend. For example, she puts in place extra precautions for children who have less road sense to ensure their safety on outings.

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It is not yet outstanding because:

 The childminder does not consistently seek detailed information on children's prior skills when they start to help her make fully accurate assessments of their starting points to provide the highest levels of challenge from the earliest opportunity.  The childminder does not make the best use of the partnerships she has established with other settings that children also attend, to ensure children experience the highest levels of continuity in their care and learning.

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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

 develop the partnerships with other settings children attend to share more, relevant information to support children's learning  gain a clearer picture of children's starting points to help tailor activities to meet children's individual learning needs from the earliest opportunity.

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Inspection activities

 The inspector observed activities as the childminder played with children.  The inspector looked at a range of documentation including records of children's learning, risk assessments and some policies. The inspector spoke to the childminder about how she evaluates the effectiveness of her provision.  The inspector talked with the childminder and children at appropriate times and observed the quality of teaching. 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 written views of parents and spoke to parents on the day of the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. For example, the childminder knows what action to take if she has any child welfare concerns. The childminder actively seeks the views of parents and other professionals to inform her self-evaluation and to make ongoing improvements. For example, she has increased the range of opportunities for younger children to socialise with larger groups of children in response to discussions with parents. She seeks out regular professional development opportunities. She has used her improved knowledge to ensure she follows the most recent guidance and legislation, and to improve her planning for children's learning. The childminder uses her regular checks on children's learning and development to identify any gaps in their progress. She ensures children receive appropriate support to reduce the gaps and extend their learning.

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Quality of teaching, learning and assessment is good

The childminder provides activities that take account of the individual capabilities, interests and needs of the children attending. For example, babies enjoyed using their senses to explore a range of objects, exploring how they can hold them and use them. Pre-school aged children benefit from planned opportunities to gain early literacy and mathematical skills such as counting and learning the sounds of letters. The childminder effectively supports children's communication including those children with a language delay and those learning English as an additional language. For example, she makes good use of advice from other professionals and offers parents ideas of how to continue their children's learning at home.

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Personal development, behaviour and welfare are good

The childminder is a positive, calm and caring role model. Children have many opportunities to develop their personal, social and emotional skills. For example, they develop their social skills when they are taken to visit other childminding settings to play with other children and enjoy different experiences. The childminder effectively supports children's physical development. For example, children enjoy playing in woodlands making dens, and using park equipment to balance and climb. She ensures children eat healthy foods and follow good hygiene routines.

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Outcomes for children are good

Children learn to respect each other's preferences and differences. They learn about each other's cultural backgrounds and celebrations. Children's physical skills develop well. For example, babies keenly explore, moving small objects from hand to hand. Older children learn to keep safe as they play. Children learn many skills they need for moving on to pre- school and school. For example, they learn to recognise their name and manage their personal care needs. They are confident, behave well and are motivated to learn.

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Setting details

Unique reference number EY468953 Local authority Buckinghamshire Inspection number 1049845 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 7

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Telephone number

The childminder registered in 2013. She lives in High Wycombe, Buckinghamshire. The childminder cares for children all year round from 8am to 6pm on Monday to Friday, except for during family holidays.

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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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