Childminder EY497192

Inspection date

Previous inspection date 9 January 2018 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 has a clear understanding of her role. She is a positive role model, who offers a stimulating, welcoming environment that helps children to feel emotionally secure. Children are eager to take part in their activities and have warm bonds with her.  The childminder knows the children well. She plans effectively for their learning and has a good understanding of the progress they make. Children settle well and are happy to attend. Children make good developmental progress in line with their starting points.  The childminder uses her policies, procedures and risk assessments efficiently, to support children's health, safety and well-being. She encourages their independence and awareness of healthy lifestyles.  Children show a clear understanding of the routines of the day and the childminder's expectations. They behave very well. Older children show high levels of social and emotional development, for example, when playing alongside others and making

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This provision is good

compromises, sharing and turn taking during their activities.

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It is not yet outstanding because:

 Although children talk enthusiastically about favourite fictional characters during their play, sometimes, the childminder does not make the most of opportunities for children to develop a greater awareness of literacy.  The childminder misses some opportunities to extend further how she works with parents and others, to promote even more consistency for children's learning.

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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

 broaden the ways children develop their emerging reading skills, to support their interests and emerging literacy awareness  extend further the partnerships with parents and others who share the care of children, to build on the strategies that support consistency for children's learning.

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Inspection activities

 The inspector observed the childminder interacting with children during their play.  The inspector spoke with the childminder about her aims for children's activities and discussed how she plans for children's learning, and works with parents and others involved in their care.  The inspector spoke with children during their play.  The inspector discussed with the childminder how she updates her skills and how she reflects on her provision.  The inspector sampled the childminder's documentation and children's records.

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Effectiveness of the leadership and management is good

The childminder regularly reflects on her provision, and has made enhancements to her garden, for example, to guide children's wider learning. The childminder is keen to continually improve. She utilises support from her local authority and professional agencies. For example, training to help develop strategies for promoting children's positive behaviour has been successful. For instance, she feels more confident in sharing ideas, particularly with parents for consistency of care. Safeguarding is effective. The childminder is confident in her understanding of all aspects of child protection. She knows how to protect the children she cares for. The childminder maintains effective communication with parents. For example, she provides information about the summary of children's progress when aged two years. As required, she shares this assessment with parents, alongside regular feedback of children's ongoing attainments.

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Quality of teaching, learning and assessment is good

The childminder offers a well-resourced environment. She interacts effectively to support children's learning. For instance, she uses all aspects of care to extend learning opportunities for children, such as identifying shapes of sandwiches at lunch or counting who has 'more' crackers. The childminder encourages children to learn actively, such as when they work together to fit the ramp of the garage to change the speed and direction of the cars. The childminder makes regular, focused observations, which she shares with parents. She confidently monitors the progress children make and plans well for their next steps in learning. The childminder is supportive of children learning a different language at home. For instance, she understands key words and sources books in children's home language.

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Personal development, behaviour and welfare are good

The childminder helps children to understand her expectations. For example, on arrival they keenly take off shoes and coats and wash their hands. Mealtimes are sociable. The proactive childminder makes opportunities to extend learning, for example, encouraging children to talk about their morning at pre-school. The childminder instils good manners and encourages turn taking. Children happily comment 'sharing is caring' as they play. The childminder helps children to respect each other and be aware of their differences. For example, children talk contently about siblings and what they do with their parents.

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Outcomes for children are good

Children are motivated to play. They develop mathematical understanding, such as when counting cars and sorting these by colour. Children are confident to make guesses about which car will be fastest down the ramp. They show awareness of size and shape, such as identifying 'big' and 'bigger' as they sort the cars. Children confidently invent play and show imagination and understanding of the real world, for example, when filling their cars with petrol at the garage during role play. Older children show good language skills as they communicate, for example, using describing words such as 'fire' when talking about spicy foods. Children show readiness for the next stages of their learning.

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Setting details

Unique reference number EY497192 Local authority Buckinghamshire Inspection number 1036112 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 4 Number of children on roll 7

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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 High Wycombe, Buckinghamshire. The childminder works Monday to Thursday for most weeks of 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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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