Childminder EY376832

Inspection date

Previous inspection date 8 December 2016 8 October 2013

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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 knows the children well. She has a good understanding of how children learn and develop, and provides effective support for each child to reach their next steps for learning. All children make the good progress of which they are capable.  Children make independent choices. For example, they select toys and resources with ease from the well-organised play areas.  The childminder reflects on the quality of her provision regularly to improve outcomes for children's well-being and learning.  The childminder uses effective routines and risk assessments to support children's good health and minimise possible safety hazards.  Children learn about healthy eating. For example, the childminder provides nutritious foods and chats to children about food that is good for them.  The childminder develops effective partnerships with parents over time and keeps them up to date about their children's routine and activities. She also helps parents to extend

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It is not yet outstanding because:

 When children first start to attend, the childminder does not gather enough information from parents about their children's early abilities, to plan for their learning more quickly.  The childminder does not establish partnerships with others as well as possible, to provide a more shared approach to supporting children's individual progress.

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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

 gain more useful information from parents about what their children already know and can do, to help plan for their learning as soon as they start  extend partnerships with others involved in the children's lives, to further complement their learning experiences.

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Inspection activities

 The inspector observed the children's activities in the childminder's home.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector observed and evaluated an activity with the childminder.  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

The childminder is enthusiastic and continually develops her good knowledge and skills. For example, she regularly attends training and childminder forums. Safeguarding is effective. The childminder has an up-to-date knowledge of local child protection procedures should any concerns arise about a child's welfare. She plans for children's individual learning effectively and closely checks their progress. This helps her to identify where children may need to catch up in their learning. She shares information with parents to keep them up to date about their children's progress. Parents praise the fact that their children flourish and develop confidence in the childminder's care.

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Quality of teaching, learning and assessment is good

The childminder plans activities based upon children's interests. She uses a broad range of teaching skills to support their learning effectively. For example, she helps children to develop confidence in their speaking and listening skills. Children enjoy story time. They express their thoughts and ideas, and the childminder introduces rhyming words and new vocabulary. The childminder encourages children to learn about living things through activities such as feeding the ducks and growing vegetables. Children develop good creative skills. For example, they make musical shakers with pasta and other materials. The childminder encourages them to explore different sounds as they shake them, such as 'loud' and 'soft'. Children are developing skills to support their early literacy development. For example, they enjoy making marks in dough, paint and sand.

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Personal development, behaviour and welfare are good

Children form close relationships with the childminder. They behave well and learn to share and take turns. The childminder is a positive role model for children and encourages them to use good manners. Children develop good physical and social skills. For example, they climb on apparatus at the park and visit the library and pre-school groups regularly. Children explore their own identity and learn about other people's beliefs. They develop self-care skills, such as dressing and washing their hands. The childminder provides a good range of resources and equipment to meet children's care and learning needs.

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Outcomes for children are good

Children develop good independence skills, confidence and self-esteem. For example, they choose toys and resources to play with and interact well with adults and their friends. Children learn to count, and can identify colours, shapes and sizes. They know how to hold a pencil comfortably to practise their early writing skills. Children develop their imagination well, for example, through role play. They are well prepared for the next stage in their learning and eventual move to school.

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Setting details

Unique reference number EY376832 Local authority Milton Keynes Inspection number 1062192 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 2

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Name of registered person

Date of previous inspection 8 October 2013

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Telephone number

The childminder registered in 2008. She lives in Broughton, Milton Keynes. The childminder offers care on Thursdays and Fridays, from 8am until 5.30pm, for most of the year. The childminder holds an appropriate childcare qualification equivalent to level 6.

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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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