Duffy, Elizabeth

Inspection date

Previous inspection date 25 January 2017 27 June 2016

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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 plans effectively for children's individual learning. She identifies their next steps for learning and tailors activities to incorporate these. Children receive good support and make good progress.  The childminder encourages good behaviour. For example, she reminds children to use good manners and to be careful so they do not hurt themselves. Children behave well.  The childminder regularly reflects on her practice. She meets with other childminders and considers the views of parents and children to help improve her provision.  The childminder has developed working relationships with other settings children attend. She liaises with them to share information about children's development and to help her complement the experiences children have elsewhere.  Children settle quickly and are happy and comfortable in the childminder's care. They show they feel safe and secure. This helps to support their emotional well-being.

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It is not yet outstanding because:

 The childminder does not consistently support children's mathematical development. For example, children do not have many opportunities to develop an understanding of positional language.  The childminder does not regularly share the next steps she identified for children's learning with their parents, to help them build on their children's learning at home.

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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 children's mathematical skills and help them learn more about positional language  share children's next steps for learning regularly with their parents, to help them build on children's learning at home.

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Inspection activities

 The inspector spoke with the childminder at convenient times during the inspection.  The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector sampled a range of evidence relating to safeguarding and children's development.  The inspector toured the premises and looked at areas available for children to use.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of her safeguarding responsibilities and the procedures to follow should she have concerns about a child's welfare. The childminder keeps children safe while in her care. She carries out regular risk assessments of her home and on outings, to help ensure any potential hazards are identified and minimised. The childminder has addressed the weaknesses highlighted at her last inspection. For example, she now keeps a written record each time medicine is administered to a child. Since the last inspection the childminder has attended meetings with other childminders to share ideas and used relevant guidance documents to assist her professional development and improve outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder regularly observes children's play to identify their interests and abilities. She identifies the next steps for children's learning and uses this information to plan activities that broaden children's interests and help children develop the skills they need for school. For example, they have fun as they explore the feel of flour and water, and enjoy writing out prescriptions as they pretend to be doctors. Children extend their imagination and creativity well. They focus as they are involved in play, negotiate space for the trains and pretend to go to the shops. The childminder interacts well with the children and instinctively challenges children in most areas of their learning. She engages children well with stories, extending their language. For example, she asks them questions about the story and what they see on the pages.

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Personal development, behaviour and welfare are good

The childminder takes children on daily outings and provides nutritious snacks, to help support children's good health. She provides children with good opportunities to enhance their physical development, such as developing control as they learn to use cutlery safely and using challenging equipment at the local play park. The childminder uses praise and encouragement to help children feel good about themselves. She supports children's independence effectively. Overall, the childminder has good relationships with parents. She shares information daily with parents about their children's care.

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Outcomes for children are good

Children focus well as they engage in interesting and inviting activities, often for long periods. For example, children particularly enjoy moulding soft dough and listening to stories. Children make choices, for example, about what fruit they would like to eat and what activities they would like to do. Children are motivated to learn, are confident communicators and develop good social skills. They gain the skills they need to prepare them for school.

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Setting details

Unique reference number EY463121 Local authority Windsor & Maidenhead Inspection number 1057942 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 27 June 2016

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Telephone number

The childminder registered in 2013. She lives in Windsor, Berkshire. She works from 7.30am until 6.30pm on Monday to Friday, for most of the year.

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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

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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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