Yan, Seu Mei

Inspection date

Previous inspection date 23 February 2017 1 July 2014

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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 works well with parents and other professionals to raise outcomes for all children. For example, she has built stronger links with local providers and shares information with them to support children's transitions into school and nursery.  Young children's communication and language skills are developing well. The childminder uses effective strategies, such as introducing new words and repetition, to support their understanding and widen their vocabulary. For example, babies consistently babble and communicate with the childminder with confidence.  Children benefit from the childminder's kind and nurturing approach. For example, they respond positively to praise and claps they receive for their achievements.  The childminder is vigilant about children's safety. For example, she and the assistant supervise children well and carry out regular fire drills, to help keep them safe.  The childminder values the views of parents and children, and uses their suggestions

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This provision is good

well to support further the continuous improvement of her provision.

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It is not yet outstanding because:

 On occasion, the childminder does not make full use of opportunities for children to pursue their interests further to make marks and explore early writing.  At times, the childminder does not capture babies' attention fully when sharing books, particularly as some books are not age appropriate to raise their level of enjoyment.

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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

 consider ways to support young children to engage further in mark-making opportunities to enhance their early writing skills  make better use of opportunities to increase younger children's interest and enjoyment to explore age-appropriate books and listen to stories from an early age.

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Inspection activities

 The inspector had a tour of the premises.  The inspector sampled documentation, including the childminder's first-aid certificate and the children's files, planning and assessments.  The inspector observed the childminder and children during play activities.  The inspector and childminder discussed the activities and resources she would offer to different age groups of children.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of indicators that may give her cause for concern about a child's welfare. The childminder evaluates her setting effectively and she has made positive changes since her last inspection. For example, she has introduced a large and sturdy interactive baby gym, to help babies gain more confidence, as they push buttons and pull knobs, and try to help themselves up and move around safely. The childminder shares relevant training with her assistant to support her practice. Overall, they both keep their knowledge up to date to improve their teaching quality. She holds regular discussions with parents to share ideas. For instance, she reflects children's home experiences in her planning to support their learning.

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Quality of teaching, learning and assessment is good

The childminder observes and tracks children's development accurately. Overall, she uses this information to plan and provide meaningful experiences for children, and to identify any gaps in their learning. Babies and children enjoy singing nursery rhymes and playing instruments, developing their language and physical skills. They do this with great enthusiasm and squeak in delight, for example, as they shake homemade musical instruments to the song. The childminder supports children's early mathematical skills well. For example, she encourages them to build towers, connect toy bricks together and to compare the different sizes. Children's imaginative skills are developing well and young children enjoy using interactive play resources, such as car wheels to make different horn sounds, to enhance their learning and play.

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Personal development, behaviour and welfare are good

Young children are very motivated to carry out manageable tasks, developing their independence skills from an early age. For example, they are confident to choose resources and activities that interest them, and help to tidy away toys after play. The childminder is calm and gentle, and is strong at supporting children's physical and social skills. For example, young children demonstrate their increasing physical abilities as they master their walking skills. The childminder takes children on regular outings, such as walks to exercise, and encourages them to make friends at toddler groups.

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Outcomes for children are good

Children are happy and very settled. Babies enjoy cuddles and praise to help them feel reassured. They behave well, showing respect for their toys and resources, and understand expectations and boundaries. Young children display good levels of self- esteem and are developing the skills and attitudes they need for their future learning. For example, they initiate their own play and interact positively with adults.

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Setting details

Unique reference number EY334961 Local authority Buckinghamshire Inspection number 1070785 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder registered in 2006. She lives in Amersham, in Buckinghamshire. She works with an assistant. The childminder works from 7.30am to 6.30pm on Monday to Friday, all year round, except a few family holidays.

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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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