Childminder 141624

Inspection date

Previous inspection date 1 March 2017 7 February 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

 The childminder takes steps to keep her skills up to date. She continues to deliver good-quality teaching that benefits outcomes for children.  The childminder provides a warm, cosy and safe environment for all children. She gives children a very positive first experience of being away from home.  Children build secure bonds with the childminder. They quickly learn to see her as someone they can trust and look to her for reassurance and guidance throughout the day. These warm relationships have a positive impact on children's well-being.  The childminder is skilled at helping children learn new skills. She gently and effectively guides their learning as they play and explore. Children make good progress.  The childminder is consistent, clear and calm as she helps children learn about acceptable behaviour and to manage their emotions. Children learn to behave well and to be polite and well mannered.

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It is not yet outstanding because:

 The childminder does not make the best use of her assessments to evaluate less- obvious gaps in children's learning to help them make more rapid progress.  The childminder does not regularly exchange information with staff at all the other settings children attend. She does not find out how they are progressing to support a more consistent approach to meeting children's developmental 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

 explore ways to focus the assessments of each child's developing skills and interests to help them make more rapid progress  build on the partnerships with staff at all other settings children attend to gain more insight into each child's progress to help a more consistent approach to their learning.

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Inspection activities

 The inspector observed the childminder and children in the childminder's home.  The inspector discussed the children's learning that took place with the childminder during the inspection.  The inspector took account of parents' views.  The inspector discussed the childminder's understanding of safeguarding and first aid.  The inspector sampled documentation, including children's records and the childminder's policies and qualifications.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her responsibility to safeguard children and knows what steps to take if she is concerned to protect a child's welfare. She consistently reviews and improves her provision for the benefit of all children. For example, she has provided more opportunities for children to build on their literacy skills and explore books independently. The childminder builds warm partnerships with parents and tells them all about any new skills their children are developing, such as new words. Parents are able to build on this learning at home.

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Quality of teaching, learning and assessment is good

The childminder uses her experience and knowledge well to encourage children to learn. She watches as young children explore and supports them to build on their interests to develop new skills. For example, when very young children shake and bang musical instruments she extends their interest and shows them how to use the beaters to tap on a drum. Children laugh and show delight as they practise this new skill. She introduces numbers to children and helps them develop their physical skills. For instance, she counts the blocks as children begin to build a tower and helps them to balance the blocks so that the tower does not fall down.

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Personal development, behaviour and welfare are good

The childminder meets children's care needs well. For example, she notices when children are tired, and soothes and reassures them as they fall asleep. The childminder helps children to learn the benefits of eating well and good manners. For example, she sits with all children as they eat and encourages them to try different foods and to be polite. She uses routine times well to help children feel settled and valued. For example, she smiles and sings to children as she changes their nappies and tells them how much she enjoys their company. She builds children's confidence and self-esteem. For instance, she offers lots of praise and encouragement and children respond by spontaneously approaching her for cuddles and hugs.

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Outcomes for children are good

All children make good progress and develop the skills they need for their future learning. They find out that learning is fun and that trusted adults will help and guide them to achieve. They learn to be kind and to respect and celebrate the similarities and differences between themselves and each other. Younger children develop important language skills. For example, they sing along to familiar songs, understand and use new words. Older children develop their independence, such as putting on their own shoes and coats. They learn early literacy and mathematical skills that will help them when they move to school.

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Setting details

Unique reference number 141624 Local authority Milton Keynes Inspection number 1061457 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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Name of registered person

Date of previous inspection 7 February 2013

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Telephone number

The childminder registered on 1989 and lives in Milton Keynes, Buckinghamshire. 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

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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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