Childminder EY298074

Inspection date

Previous inspection date 9 January 2018 5 February 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

 The childminder completes regular observations of children as they play. She has an accurate understanding of their developmental stage and plans a range of interesting activities to support children's next steps in learning. Children make good progress.  Children receive care in a welcoming and homely environment. The childminder is kind and nurturing, and ensures that the children feel secure in her care. Children approach her for spontaneous cuddles throughout the day.  Children behave well. They share their toys willingly and are keen to involve the childminder in their play. The childminder is patient, calm and praises children in their achievements.  The childminder carries out effective self-evaluation and includes the views of children and parents in the process. She has recently added to her wide range of resources to broaden opportunities for children's imaginative play.

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It is not yet outstanding because:

 The childminder does not always find out as much as possible from parents about what children know and can do when they first start attending.  The childminder does not focus on her professional development precisely to help raise the quality of her teaching even further and maximise 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

 seek more detailed information from parents about children's capabilities when they first start attending, to involve them more fully in establishing starting points for children’s learning  focus more precisely on professional development opportunities to help raise the quality of teaching even further and maximise children's learning.

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Inspection activities

 The inspector had a tour of the premises and reviewed the resources with the childminder.  The inspector observed the childminder and children during their activities, and discussed her observations with the childminder.  The inspector held discussions with the childminder and children throughout the inspection.  The inspector looked at a range of documentation, including policies and procedures, risk assessments, and the children's learning and assessment records.  The inspector discussed the childminder's self-evaluation.

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Effectiveness of the leadership and management is good

The childminder attends regular training to update her safeguarding knowledge and is up to date with current legislation. She has a secure understanding of the procedures to follow if she has any concerns about children. Safeguarding is effective. The childminder provides parents with suggestions and ideas to help extend children's learning at home. Parents speak very positively about the childminder and the progress their children make. The childminder tracks children's progress effectively to identify their achievements and target any gaps in their development to help them catch up quickly. The childminder develops good working partnerships with other professionals to share good practice and ideas, and to help meet children's needs well.

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Quality of teaching, learning and assessment is good

The childminder supports children's communication and language well. For example, she talks to children as they engage in activities, teaching them new words to expand their vocabularies. Children confidently use their emerging language skills as they play. For example, they engage in play with a range of vehicles and name them with pride. The childminder makes effective use of opportunities to encourage children's mathematical understanding. For example, young children line up their tractors and learn to count them. The childminder encourages children to develop essential muscles needed for early writing skills. For example, children explore the feel of jelly and squeeze it through their fingers to develop their muscles.

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Personal development, behaviour and welfare are good

Children learn independence and develop a sense of responsibility from a young age. For example, they eagerly tidy away equipment to make space for their train set. Children learn how to identify hazards and manage risks for themselves. For example, the childminder talks to and shows children how to cross the road safely. Children lead healthy lifestyles. For example, they have daily opportunities to exercise and explore in the garden and local play areas. Children gain a positive awareness and understanding of diversity, through meaningful play and engaging in activities in the community.

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Outcomes for children are good

Young children are confident and explore the childminder's provision with ease. They are curious and like to investigate how toys work. For example, they fit shapes into a shape sorter and push buttons to create a sound. Young children show an interest in books and pay good attention when listening to stories. They are motivated to succeed and persevere, such as when connecting magnetic blocks. Children develop the skills they need for the next stage in their learning and are well prepared for nursery or school.

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Setting details

Unique reference number EY298074 Local authority Buckinghamshire Inspection number 1092168 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 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 5 February 2015

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Telephone number

The childminder registered in 2004. She lives in Penn, Buckinghamshire. The childminder operates her provision Monday to Thursday from 8am to 5.30pm for the majority of the year. The childminder holds a relevant early years qualification at level 3.

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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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