Childminder EY249111

Inspection date

Previous inspection date 11 May 2017 18 May 2015

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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 provides a safe and welcoming environment for children. For example, she assesses the premises daily to identify and remove any hazards to keep children safe from harm. She builds warm relationships with them and they show that they are relaxed and settled in her company.  The childminder is attentive in supporting children's play. She provides challenging experiences that they enjoy and guides their learning. Children master new skills and shows interest in what they are doing. They make good progress from their starting points.  Children develop the confidence to do things for themselves and to help with daily routines, such as tidying up toys. They demonstrate good levels of independence.  Children are polite and well-behaved. For example, they use words in context, such as 'please' and 'thank you', and listen and respond well to what the childminder asks of them.

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It is not yet outstanding because:

 Sometimes, the childminder misses chances to introduce and extend the use of mathematical language to enhance children's learning even further.  The childminder does not fully explore opportunities for children who speak additional languages to hear and use these in her setting.

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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

 make further use of opportunities to support children's developing interest in numbers and counting, to extend their early mathematical skills  provide more experiences for children who speak additional languages to hear and use these further, to support their developing language skills and promote their sense of identity.

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Inspection activities

 The inspector observed the childminder and the children in the childminder's home, and accompanied them on an outing in the local community.  The inspector spoke with the childminder about the learning that was taking place.  The inspector took account of parents' and children's 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.

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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 about a child's welfare, to help protect them from harm. She takes suitable steps to evaluate and improve her provision and to keep her skills, knowledge and practice up to date. She thoroughly monitors all children's progress, so she can identify and close any gaps in learning and plan activities that children enjoy. The childminder regularly shares information with parents about their child's development to enable them to continue the learning at home. She builds equally as secure partnerships with staff at preschools and nurseries that children also attend. For example, she finds out about themes and topics so she can continue with these interests when children are in her care.

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Quality of teaching, learning and assessment is good

The childminder teaches children well. She uses what she knows about individual children taken from her assessments, to plan effective experiences and activities that help children achieve and learn. The childminder interacts well with children. For example, she introduces new words as they play with toy trains and cars, and helps them to practise their developing physical skills, for example, during trips to local parks. She asks questions and makes suggestions that help children extend their imaginative play. For example, she suggests if children could make her something to eat to go with the pretend cup of tea they have already produced.

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Personal development, behaviour and welfare are good

The childminder meets children's physical needs well. She enables them to have plenty of fresh air, rest and sleep. She is a good role model and promotes the benefits of healthy eating. For example, she sits with children as they eat their snacks, sharing the same fruits and commenting on how much she is enjoying it. Overall, she meets their emotional needs well. She builds children's confidence and self-esteem, such as through regular praise and encouragement as children go about their day.

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Outcomes for children are good

Children develop a good set of skills in preparation for their future learning, including the move to school. They learn to make choices and to express their thoughts and ideas. They learn to manage self-care tasks for themselves, such as putting on their coats and shoes. Children learn about the natural world, their local community and the wider world in which they live. They learn to be considerate and helpful and to handle toys and resources with care. Children learn to value trying hard and to appreciate achieving what they set out to do.

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Setting details

Unique reference number EY249111 Local authority Milton Keynes Inspection number 1091595 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 6

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Telephone number

The childminder registered in 2002. She lives in Lavendon, Buckinghamshire. The childminder offers care, all day, Monday to Friday, throughout the year. She is receives funding to provide free early education to children aged two, three and four years.

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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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