Childminder EY449147

Inspection date

Previous inspection date 30 January 2018 19 February 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

 Children have excellent relationships with the childminder and each other. Even very young children play well together. Children learn spontaneously through play and become engrossed in activities of their choice.  The childminder joins in enthusiastically with useful conversations and helps children's play become more purposeful. The childminder models clear speaking and careful listening. Children listen attentively and become confident speakers.  Children and babies experience good physical activities to develop their muscle control.  The childminder knows what each child can do and their interests. She reviews their progress and uses this information to inform planning. Children make good progress.  The childminder seeks out new ideas and developments in childcare to improve outcomes for children. She researches on the internet and networks with other childminders.  The childminder works closely with parents to meet babies' and children's care needs.

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It is not yet outstanding because:

 The childminder has not sharply focused her professional development to enhance the quality of teaching to the highest level.  The childminder has not found further ways to keep parents fully informed and involved in their child's learning, particularly in setting and sharing next steps, to help children make even more-rapid progress.

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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

 focus professional development more sharply on raising practice to the highest level  strengthen partnerships with parents and enhance opportunities for them to be involved in setting next steps for children.

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Inspection activities

 The inspector observed activities in the childminder's setting and the impact her teaching has on children's development.  The inspector spoke with the childminder and the children when appropriate.  The inspector carried out an evaluation of an activity with the childminder.  The inspector discussed the childminder's self-evaluation, risk assessments, policies and procedures. She looked at a range of other relevant documentation.  The inspector took account of parents' views from completed reviews.

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Effectiveness of the leadership and management is good

Children respond readily to a welcoming, well-organised and stimulating environment. The childminder provides a range of practical and creative activities that stimulates babies' and children's curiosity. For example, young children enjoy exploring how plastic balls find their way down a branching path under the force of gravity. The childminder has a clear understanding of all areas of learning and how young children learn. After a short break from childminding, she has evaluated that she can sharpen her teaching skills further through currently available courses that she has researched. The childminder has clear safety procedures, and follows these closely to promote children's safety. She is alert to any signs that children may be at risk of harm and knows how to report any concerns. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

Children develop good skills in manipulating and exploring objects and materials. For example, they enjoy building a fence out of lollipop sticks and feeling textures in a book they share with the childminder. The childminder asks questions to help children begin to think about how things in the world work. Children freely choose books to share with the childminder. She reads widely and often with them. Children find the letters in their names using alphabet blocks, and give the different sounds the letters make. They count and compare sizes as they build towers.

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Personal development, behaviour and welfare are good

The childminder has a welcoming and lively rapport with children. They respond well to her and this helps them to develop good relationships with one another. Behaviour is very good. The childminder models patience and tolerance at all times. Children are polite and considerate. Regular and meaningful praise ensures children feel good about themselves and gain confidence. For example, the childminder gives very young children a method to manage climbing up and down steps safely, which they quickly grasp and enjoy practising. Children learn about keeping safe, for example, on their journeys to and from school. The childminder provides healthy foods and discusses their benefits with children. The childminder promotes healthy lifestyles, ensuring children get exercise and fresh air daily. For example, they use the local green and play centres.

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Outcomes for children are good

Children have good attitudes towards learning. They enjoy learning and playing together. They become inquisitive and thoughtful. Children gain early literacy and mathematical skills. They become independent and resilient from a young age. They are well prepared for the next stage in their education.

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Setting details

Unique reference number EY449147 Local authority Buckinghamshire Inspection number 1062717 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 3 Number of children on roll 4

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Name of registered person

Date of previous inspection 19 February 2013

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Telephone number

The childminder registered in 2012. She lives in Aylesbury, Buckinghamshire. The childminder works from 7.30am to 6pm on Monday to Friday, for most of the year. The childminder holds a relevant early years qualification at level 2.

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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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