Childminder EY450394

Inspection date

Previous inspection date 24 February 2017 31 January 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides a safe and welcoming environment for all children. She keeps children safe and successfully ensures they are happy and settled in her care.  The childminder delivers a broad range of learning experiences and outings that help children learn and make good progress. Overall, she interacts well with the children and helps them gain new skills.  The childminder successfully keep her skills and knowledge up to date. For example, she seeks out and attends training opportunities. She uses her improved understanding well to plan and implement improvements to her provision.  The childminder builds worthwhile partnerships with parents that help extend children's learning. For example, the childminder and parents exchange information about activities children have enjoyed so that both can further develop these interests and enable children to make continued progress in their development.

p.1

It is not yet outstanding because:

 Sometimes the childminder misses opportunities to fully extend younger children's learning during planned activities and self-chosen play.  The childminder does not regularly exchange information about children's development with staff at all other settings children also attend, to enable her to build on the learning that is happening elsewhere.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 sharpen teaching skills to ensure all children are consistently provided with high levels of challenge to build on their existing skills and extend their learning  extend the partnerships with staff at other settings children attend to gain a fuller insight into the progress children make elsewhere and use this information to plan even more thoroughly for each child's learning.

p.2

Inspection activities

 The inspector observed the childminder and the children in the childminder's home and garden.  The inspector spoke with the childminder about the learning that was taking place.  The inspector spoke with parents and took account of their views.  The inspector spoke with the childminder about her understanding of safeguarding, child protection and first aid.  The inspector sampled documentation, including children's records and the childminder's policies.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a thorough understanding of her responsibility to safeguard children and knows what steps to take if she has a concern to protect a child from harm. She is a reflective practitioner, who routinely develops her provision. For example, after attending training, she reviewed how she used her garden and developed additional resources and experiences to better meet the needs of those children who prefer to learn outdoors. She has also developed more opportunities for children to learn about diversity to broaden their understanding of the world.

p.3

Quality of teaching, learning and assessment is good

The childminder observes children as they learn and uses these observations to assess their progress and plan good learning activities. Children are keen and inquisitive learners who enjoy taking part in the experiences that the childminder plans. For example, children enjoyed exploring the tastes and textures of different fruits when they helped the childminder make fruit drinks for their snack. The childminder helped older children develop their physical skills, for example, by showing them how to chop the fruit. She encourages them to practise their emerging mathematical and literacy skills. For example, children point out to visitors their names next to pegs and enjoy joining in with counting songs and rhymes.

p.3

Personal development, behaviour and welfare are good

The childminder promotes children physical needs well. Children enjoy learning about good hygiene routines. For example, they are proud that they are learning how to blow their noses and know how to dispose of the used tissues. The childminder meets their emotional needs equally well. For instance, children show that they trust and like her and are reassured by her when visitors arrive at her house. She builds their confidence and self-esteem. For instance, children smile as the childminder offers praise and encouragement as they learn to put on their own shoes and coats.

p.3

Outcomes for children are good

All children gain good skills in preparation for their future learning, including school. They learn to make decisions, such as choosing the outdoor clothes they will need to wear on a cold morning. They find out about their local community and the people in it. They learn about the similarities and differences between themselves and each other. Younger children learn to walk and climb with confidence, try different foods and to understand and use new words. Older children learn to count, and recognise and write familiar words such as their names.

p.3

Setting details

Unique reference number EY450394 Local authority Milton Keynes Inspection number 1062820 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 4 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 31 January 2013

p.4

Telephone number

The childminder registered in 2012 and lives in Milton Keynes, Buckinghamshire. She provides care all day on Monday to Friday, during term time only. She holds a relevant level 3 qualification.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5