Coxon, Stephen

Inspection date

Previous inspection date 31 October 2017 10 September 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 regularly meets with other childminders for peer support. They observe each other's practice and give feedback which helps him to develop his skills. The childminder also makes good use of the support he gets to implement new initiatives.  Children's health and well-being benefit from the considerable amount of time they spend outdoors. They enjoy walks along the riverbank and develop their physical skills as they climb on large play equipment at local parks.  The childminder's role as a school governor enables him to have a very good understanding of the expectations for children starting school. He has recently incorporated more activities to help children develop their small-muscle skills. This helps children make good progress and prepares them well for writing at school.  The childminder builds strong relationships with parents. Parents say the childminder keeps them very well informed of their child's progress. They feel the regular visits to

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This provision is good

toddler and music groups help children to develop good social skills and grow in confidence.

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It is not yet outstanding because:

 The childminder has not yet established a precise programme of professional development to extend his knowledge and teaching skills even further.  The childminder does not gain the best possible information from parents about what children can already do when they first start at the 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

 target a more focused programme of professional development to help enhance existing knowledge and teaching skills further  gather more detailed information about what children know and can do on entry to the setting.

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Inspection activities

 The inspector observed the childminder joining in activities with children and discussed the learning that was taking place with him.  The inspector saw the areas of the premises used for childminding and accompanied the childminder and children on a walk to the park.  The inspector looked at children's records, evidence of the suitability of household members and a range of other documents, including the safeguarding policy.  The inspector spoke to and interacted with children at appropriate times during the inspection.  The inspector took into account the written views of parents and children and the childminder's reflections of his practice.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of how to recognise and respond to child protection issues. He assesses risk in his home and on outings and makes effective judgements, such as identifying where it is safe for younger children to walk independently. The childminder reflects on his practice and seeks the views of parents and children. He puts their ideas into practice effectively, such as changing the range of resources available to children. The childminder builds strong partnerships with other settings children attend and with staff at his local children's centre. This gives him opportunities to discuss children's needs and to share development information to help promote continuity in their learning.

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Quality of teaching, learning and assessment is good

The childminder holds discussions with parents to find out about children's ongoing development at home. He uses this knowledge and his observations of children's play to plan for their next steps in learning. Children have many opportunities to explore natural materials. They spend time playing with different sized pebbles. The childminder teaches them effectively, such as talking about size and helping children to compare similarities and differences. He supports children's literacy development, for example, by using books children choose from the local library. He knows where to pause in stories to give children time to think of the rhyming words that come next. The childminder closely tracks children's progress to help him to identify and close any emerging gaps in their learning.

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Personal development, behaviour and welfare are good

Children thrive in the welcoming and nurturing environment that the childminder provides. He has good knowledge of the children in his care and he goes to considerable lengths to ensure their individual needs are well met. Time children spend with the childminder is relaxed and unrushed. As they walk to the park, the childminder gives children time to stop, look and listen to the world around them. Children have fun exploring different sounds they can make with a stick as they bash it on the ground or turn it round in fallen leaves. The childminder supports children's good health effectively, for example, by encouraging parents to provide nutritious meals and ensuring children wash their hands after being outdoors. Children behaviour is good. They listen and respond well to the instructions the childminder gives them.

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Outcomes for children are good

Children make good rates of progress and are well prepared for the next stage in their learning. Their communication and language development are progressing rapidly. Children are eager to join in with play and they display high levels of independence, confidence and self-esteem. They show their developing understanding of words and concepts, such as talking about tomatoes being tiny and understanding the difference between hot and cold.

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Setting details

Unique reference number EY460300 Local authority Central Bedfordshire Inspection number 1066767 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 10 September 2013

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Telephone number

The childminder registered in 2013 and lives in Shefford, Bedfordshire. He operates through school term times from 7.30am to 6pm, Monday to Friday.

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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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