Childminder EY410518

Inspection date

Previous inspection date 22 February 2017 19 August 2015

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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 self-evaluation effectively to help her make continual improvements that improve children's outcomes. For example, she has addressed all the weaknesses identified at the last inspection to achieve good-quality provision.  The childminder makes regular assessments of children's achievements and engages children in a variety of learning opportunities built around their interests. All children make good progress from their starting points.  Children are happy and settled. They respond well to the childminder's kind and sensitive interactions. The supportive relationship helps to develop children's emotional well-being. Children gain confidence to express their preferences and needs.  The childminder's home is welcoming, well organised and safe. Children play and learn in a safe and secure environment.

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It is not yet outstanding because:

 The childminder does not collect detailed information from parents about children's skills and abilities on entry, to build on her good communication with parents and to assess children's starting points as quickly and as fully as possible.  The childminder does not consistently use the next identified steps in children's learning to focus more precisely on what children need to learn next to help them make rapid 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

 improve the already good information sharing with parents to gain more information about what children know and can do when they first start  extend the use of ongoing observation and assessment further, to refine children's learning experiences and offer more precise challenges in their development.

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Inspection activities

 The inspector observed activities and spoke to children at appropriate times as they played. The inspector spoke to the childminder about how she evaluates the effectiveness of her provision.  The inspector looked at a range of documentation, including risk assessments and some policies.  The inspector observed the quality of teaching and jointly evaluated the effectiveness of the childminder's interactions with children.  The inspector checked the childminder's qualifications and training, along with evidence of her suitability checks.  The inspector considered the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of how to identify any child protection concerns and the correct procedures to follow in the event of such concerns. The childminder takes account of the views of parents, children and other professionals in her self-evaluation, to continually improve her practice. For example, she has developed play opportunities outside for children who prefer to learn outdoors. The childminder makes good use of many professional development opportunities to improve her knowledge and teaching, and children's learning experiences.

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Quality of teaching, learning and assessment is good

Children delight in being able to follow their own ideas and choices from the many toys on offer. For example, they express great pleasure as they choose to play with sand indoors and sustain their concentration well. The childminder effectively supports children's learning in many ways. For example, she plays alongside children, demonstrating actions, talking about what is happening and encouraging their understanding of what they do and see. The childminder supports children's speech and language in a variety of ways. For example, she encourages two-year-old children to repeat the word 'scoop' as they play in the sand, and to add words together to extend their sentences. Children have many opportunities to develop their imaginations. For example, they enjoy engaging in make- believe play, such as pretending to prepare tea.

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Personal development, behaviour and welfare are good

The childminder helps to support young children's independence well. For example, children are encouraged to feed themselves, such as when they peel fruit. The childminder uses many opportunities to encourage positive behaviour. For example, she praises children and encourages them to take turns. Children enjoy many outings and visits to the local community, such as to play groups and parks. The childminder helps children to follow healthy lifestyles in a variety of ways. For example, children enjoy energetic play outdoors each day and eat healthy foods.

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Outcomes for children are good

Children are well prepared for the next stages in their learning. For example, two-year-old children explore mathematical problems as they scoop big and small amounts of sand. They are motivated to learn and spend long periods engaged in such activities. Children are gaining good social skills. They are confident, including around unfamiliar visitors.

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Setting details

Unique reference number EY410518 Local authority Buckinghamshire Inspection number 1057821 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 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 19 August 2015

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Telephone number

The childminder registered in 2010 and lives in Aylesbury, Buckinghamshire. The childminder has a relevant early years qualification at level 3. She offers care each weekday, all day, all year round.

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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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