Childminder EY378094

Inspection date

Previous inspection date 1 December 2016 2 May 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

 Children show that they feel very welcome in the childminder's home. They respond well to the childminder's calm and encouraging manner, and show that they are settled, content and learning to consider the needs of each other.  The childminder builds warm and supportive partnerships with parents, to help support children's development. For example, parents value the advice that the childminder offers about encouraging young children's developing independence.  The childminder carefully guides children's learning as they play. She notes their interests and when they demonstrate new skills, and extends their understanding well. Children make good progress.  The childminder supports children's developing speaking and listening skills well. She models clear language for younger children who enjoy repeating back words and sounds. She asks thoughtful questions of slightly older children, to help them share

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It is not yet outstanding because:

 The childminder does not consistently make the best use of assessment, to evaluate each child's learning and plan for their continued learning even more precisely.  The childminder does not regularly exchange information about children's progress with staff at other settings children also attend, to further support a more consistent approach to meeting children's development needs.

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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

 refine the arrangements for assessing children's progress to identify and build on their developing skills and understanding even more precisely  develop the partnerships with staff at other settings children also attend, to gain a greater insight into children's progress and to plan more consistently for children's learning.

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Inspection activities

 The inspector observed the childminder and children in the childminder's home.  The inspector discussed the learning that was taking place with the childminder.  The inspector took account of parents' views.  The inspector discussed the childminder's understanding of child protection and first-aid requirements.  The inspector sampled documentation including children's records and the childminder's policies.

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Effectiveness of the leadership and management is good

The childminder has clear arrangements for evaluating and developing her provision, to maintain good practice. For example, following the last inspection, she improved opportunities for children to choose and enjoy books. She has also used self-evaluation well to improve children's awareness of the natural world. She successfully keeps her skills and understanding up to date, and works with other childminders to share ideas and improve practice. She ensures she has a secure understanding of her role in safeguarding children and she knows what steps to take if she has a concern about a child's welfare. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder is a confident and effective teacher. She notices what children are able to do and builds on their skills well as children play. For example, she explores size and shape with very young children as they fill and empty different containers and she incorporates counting into older children's games. She captures children's interest well as she reads stories to them. For example, she ensures children are calm and settled, and reads in a clear and lively manner. Younger children enjoy repeating back animal sounds and older children enjoy asking and answering questions about what they can see. The childminder helps children to understand their family routines; for example, as children use toy telephones to pretend to talk to their parents and ask about their work.

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Personal development, behaviour and welfare are good

The childminder meets children's physical and emotional needs well. She provides a range of healthy snacks and organises mealtimes so that children can enjoy eating together. She plans regular opportunities for fresh air and energetic play, for example, as children enjoy regular trips to nearby parks. The childminder is a good role model and clearly demonstrates to children the benefits of being kind and considerate. She consistently builds children's confidence and self-esteem. For example, she gently encourages children to do things for themselves and offers lots of praise when they try hard and persevere.

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Outcomes for children are good

Children gain a good set of skills in preparation for their future learning including the move to pre-school or school. They gain a positive first experience of being cared for and learning away from home. They learn to see adults as people who can help and encourage them. They learn to share and take turns, and to value the similarities and differences between themselves and others. All children learn to enjoy books, songs and stories, and to count and recognise shapes and sizes. They find out about the benefits of a healthy lifestyle and enjoy trying different foods and being physically active.

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Setting details

Unique reference number EY378094 Local authority Buckinghamshire Inspection number 1062203 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 5 Number of children on roll 5

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Telephone number

The childminder registered in 2008. She lives in Pitstone, Bedfordshire. She provides care all day on Monday to Friday, throughout 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

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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