Childminder EY486848

Inspection date

Previous inspection date 9 June 2017 Not applicable

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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 shows a strong commitment to providing a good-quality provision. She continues to develop her professional skills and understanding of how children learn. She uses her enhanced understanding well to deliver good-quality teaching.  Children demonstrate high levels of well-being and consistently show that they thoroughly enjoy their time with the childminder, who makes them feel very welcomed and valued in her home.  The childminder used her strong teaching skills well to ensure that children of different ages and abilities can all join in and learn together. Children make good progress.  Children find the learning environment highly inviting and interesting. They are keen to explore the activities and thoughtfully presented resources.  The childminder works successfully with other professionals, such as when working together to support children who need extra help to reach their full potential. She uses

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This provision is good

these partnerships well to help close any gaps in learning.

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It is not yet outstanding because:

 The childminder does not find out as much as she could from parents about the skills children already have when they first start, to enable her to plan thoroughly to build on each child's learning right from the start.  The childminder does not provide a wide range of opportunities for children to find out about different cultures to further extend their developing understanding of diversity.

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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

 establish more thoroughly the skills and abilities children already have when they first start, and use this information to plan quickly for each child's learning  develop further opportunities for children to learn about the similarities and differences between themselves and others in the wider world.

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Inspection activities

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

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a thorough understanding of her role in safeguarding children and knows how to raise any concerns about their welfare. She routinely reviews what she does and makes improvements. For example, she has used her improved understanding of how to capture children's interest to improve how she presents and displays toys. She builds strong partnerships with parents and provides them with regular updates on their children's progress to enable them to continue their children's learning at home. She monitors the progress that each child is making so that she can extend children's learning and address any gaps.

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Quality of teaching, learning and assessment is good

The childminder uses her assessments about each child's progress to plan interesting experiences and activities. She uses her teaching skills well to challenge and extend each child's learning. For example, as children play with wooden bricks, she encourages younger children to build towers to help their developing physical skills. She uses the same activity to help older children develop their counting and sorting skills. She extends each child's language skills effectively. For example, younger children enjoy copying familiar sounds and words, and older children enjoy taking part in more detailed conversations about characters in stories.

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Personal development, behaviour and welfare are good

Children have built very warm bonds with the childminder. They approach her for cuddles and laugh with her a lot. They behave well and show care and consideration for each other. For example, older children ensure their younger friends have their turn to press the buttons in an interactive book. The childminder promotes the benefits of a healthy lifestyle. For example, she makes good use of daily trips to and from school to visit local parks and children enjoy energetic play. She eats her meals with the children; enjoying the same food and helping children form a positive image of a healthy diet.

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Outcomes for children are good

Children develop a wide range of skills in preparation for their future learning, including the move to school. They develop a positive view of learning and build on their own curiosity to learn. They grow in confidence to express their thoughts and share their ideas. All children, including those who are still very young, learn to be independent and to look after their environment. For example, they carefully return toys to boxes and shelves and keep their shoes and belongings in their own 'cubby holes'. Younger children learn to explore different textures, and older children learn to express their own ideas, such as when using paint and glue.

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Setting details

Unique reference number EY486848 Local authority Milton Keynes Inspection number 1009522 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 5 Number of children on roll 4

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She lives in Wolverton, Milton Keynes, Buckinghamshire. She offers 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

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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