Childminder in Buckinghamshire

Inspection date

Previous inspection date 19 May 2017 12 March 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

 Children are happy and settled in the childminder's welcoming home. They enjoy the childminder's company and demonstrate consistently strong levels of well-being.  The childminder provides a wide range of play-based experiences for all children. She successfully supports each child's learning as they play and have fun. All children make good progress.  Children enjoy a wide range of experiences that helps them learn about the natural world. They explore nearby woodlands and parks, as well as the childminder's own garden, and develop an interest in finding out how things grow and change.  The childminder is very effective at helping children learn about acceptable behaviour and to manage their emotions. She remains calm and encouraging and sets clear, realistic boundaries.  The childminder builds strong partnerships with parents. She uses these well to ensure parents have the information they need to further build on children's developing skills.

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It is not yet outstanding because:

 The childminder does not consistently make the best possible use of assessments to evaluate each child's progress to enable her to be as precise as she could be in planning for each child's continual learning.  The childminder has not fully explored opportunities to improve her knowledge and existing good quality teaching still further.

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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

 develop further the systems for assessing and monitoring children's progress to more quickly identify their levels of progress and plan more precisely how to meet their individual needs  build on the programme of professional development to sharpen the quality of teaching still further.

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Inspection activities

 The inspector observed the childminder and children in the childminder's home and garden.  The inspector discussed with the childminder the learning that was taking place.  The inspector took account of parents' and children's views.  The inspector discussed the childminder's understanding of child protection and first-aid requirements.  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 responsibilities and knows what to do if she has concerns about a child's welfare. She reviews her provision and plans how she can further improve what she already does well. For example, this includes how to further extend children's understanding of cultures beyond their own experiences to further help their understanding of diversity. The childminder has introduced a wider range of experiences for children who prefer to learn outdoors. She builds useful partnerships with staff at the pre-schools children also attend. She finds out about the progress children are making there so that she can build on this learning.

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Quality of teaching, learning and assessment is good

Children are curious and interested learners. The childminder builds well on this keenness to learn and adapts what she does to help each child make progress. For example, when talking with younger children, she introduces single words or simple sentences and children enjoy repeating these phrases as they develop their early speaking skills. Older children enjoy using their more developed skills to ask questions and share their knowledge with the childminder. The childminder uses her skills and knowledge well to ensure that children of different ages can enjoy the same experiences. For example, when playing with dough, she encourages younger children to explore the different smells and textures and with older children she explores numbers and counting to further their mathematical development.

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Personal development, behaviour and welfare are good

The childminder meets children's emotional needs well. She gets to know children and their families and helps children settle into their new routines. She provides lots of praise and encouragement as children go about their day. The childminder is consistently calm and kind. She meets children's physical needs equally well. She follows younger children's routines from home to ensure they get plenty of sleep and rest, as well as times for more- energetic play. Older children show that they are able to meet their own needs well, such as showing an understanding of the importance of following good hygiene routines.

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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 on to school. All children learn to share and consider the needs of others. They learn that trusted adults will help and encourage them as they develop new skills. Younger children learn to make their needs known and develop key physical skills, such as feeding themselves and moving confidently. Older children practise their developing writing and mathematical skills. They enjoy making choices and become confident to do things for themselves.

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Setting details

Unique reference number EY395621 Local authority Buckinghamshire Inspection number 1093947 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 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 12 March 2015

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Telephone number

The childminder registered in 2009 and lives in Butlers Cross, Buckinghamshire. She provides care all day, 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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