Childminder EY489744

Inspection date

Previous inspection date 19 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 uses her good teaching skills well. She effectively helps children to learn and make progress through a wide range of interesting experiences and activities.  The childminder has made very good use of opportunities to extend her understanding of how children learn. She reflects well on her practice and uses her improved professional knowledge to further develop her good teaching skills.  Children show good levels of well-being. They feel happy and safe in the childminder's care and are gaining the confidence to practise new skills that support their developing independence.  The childminder is very thorough when monitoring children's progress. She accurately identifies any gaps in learning and works very well with other professionals to help ensure that children receive the help they need and are able to catch up with their peers. Children make good progress from their starting points.

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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 provides few experiences that help young children learn about different cultures and ways of living to extend their 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

 find out more about what children already know and can do when they first start and use this information to quickly plan 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 understands her responsibility to safeguard children and knows what to do if she is concerned about their welfare. She organises her provision well and puts the best interests of each child at the heart of the decisions that she makes. She values the views of parents when reviewing what she does and takes their feedback into account when making further improvements. For example, she has broadened the range of experiences to build on children's creative skills. She has improved how she teaches children to listen and identify sounds in preparation for more structured literacy teaching when they start school. She builds very secure partnerships with parents and provides them with regular and detailed updates on their children's progress to help them continue the learning at home.

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Quality of teaching, learning and assessment is good

Children are enthusiastic and confident learners. The childminder is very effective at building on this natural curiosity to learn. For example, children find an abandoned bird's nest and the childminder uses this to teach them about change and life cycles. She provides interesting experiences that different children can use and explore in ways that suit how they learn. For example, she encourages younger children to climb in and out of the water tray, splashing and developing their physical coordination. Older children measure and pour the water and use the mathematical language of 'more' and 'less'. She observes each child closely and uses her assessments of their learning to plan well for their next steps in their learning.

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Personal development, behaviour and welfare are good

The childminder meets children's physical needs very well. For example, she varies her routines to take account of their changing needs. She ensures children have more to drink and more time to rest on very warm days. She meets their emotional needs very well too. Children are proud to be able to help with tasks around the house. For example, older children confidently help prepare their sandwiches and drinks for mealtimes. The childminder is a good role model for children. She is consistently calm and kind. Children learn to behave well, share, take turns and consider the needs of each other.

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Outcomes for children are good

Children develop a positive approach to learning and the key skills they need for their future learning, including the move to school. Younger children learn to climb and move safely and confidently, and older children develop the muscle control they will need for later writing. Younger children learn new words and to communicate their needs. Older children learn to use their developing language to share their thoughts and ask questions to extend their understanding. All children learn to handle books and to enjoy stories.

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Setting details

Unique reference number EY489744 Local authority Milton Keynes Inspection number 1015608 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 3

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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 and lives in Shenley Brook End, Milton Keynes. 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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