Childminder 151151

Inspection date

Previous inspection date 10 May 2018 8 June 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 assesses children's learning and she knows what children need to learn next. She monitors how well children progress, to help identify and address any gaps in their development. Children make good progress from the start.  The childminder demonstrates a good knowledge and understanding of how children learn. She interacts purposefully with them to support their play and development.  The childminder and her assistant maintain safe play areas for children, to keep them secure. They help children to learn how to identify and manage risks, to keep themselves safe. For instance, children learn to stay safe around water, such as when feeding the ducks at local ponds.  The childminder and her assistant are good role models. Children show caring attitudes, and learn to share and take turns well.  The childminder has good relationships with parents. She shares information on their children's progress, to help them continue their learning at home.

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It is not yet outstanding because:

 The childminder has not fully considered ways to review her ongoing professional development, to raise the good quality of her provision and teaching and to improve even better outcomes for children.  The childminder does not consistently encourage children to develop their self-help skills, particularly when managing their personal needs.

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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 more precisely on ongoing professional development to raise the quality of teaching and the provision to an even higher level  extend opportunities for children to develop their self-help skills, particularly when managing their personal needs.

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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, her assistant and children during activities, and discussed her observations with the childminder.  The inspector took into account the views of parents and held discussions with the childminder, her assistant 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.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant have a clear understanding of child protection procedures to safeguard children's welfare. This includes the possible risks to children and the correct procedures to follow in the event of any concerns about a child. The childminder values the input of parents and is committed to making ongoing improvements to maintain her good-quality provision. She maintains accurate records and keeps mandatory training up to date, such as her paediatric first-aid certificate. The childminder meets regularly with her assistant to discuss aspects of the provision and his practice, to help improve outcomes for children. For example, children benefit from the addition of more resources to support their interest in imaginary play. Parents comment positively on the quality of care and learning their children receive.

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Quality of teaching, learning and assessment is good

The childminder joins in children's play. She questions children to help promote their early literacy skills and developing vocabulary. For example, children engage for long periods looking at books with the childminder. They discuss the pictures and absorb themselves in the stories. Children gain a good understanding of the natural world. For example, they thoroughly enjoy feeding the fish in the garden. Children are motivated to learn and persevere to overcome challenges. For example, they show determination and good coordination as they throw the fish food in the pond. Children show an understanding of colour and size, for example, while talking about the differences in the fish they see.

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Personal development, behaviour and welfare are good

The childminder gathers detailed information from parents when children first start. She uses this information well, such as to follow children's routines, helping to promote continuity of care. The childminder and her assistant praise children well and are successful in supporting children's confidence and self-esteem. Children bond well with them and enjoy cuddles and hugs. Children spend lots of time outdoors in the fresh air and are physically active. For example, they enjoy walks in the community and taking part in gardening activities at the childminder's allotment. This helps to promote their good health and supports their physical well-being.

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Outcomes for children are good

Children communicate confidently. They create and use their imaginations well in pretend play. Children develop their mathematical skills. For example, they count objects with confidence. Young children are developing their early writing skills. For example, they draw their favourite cartoon characters and give meaning to their marks. Children develop the skills they need for their future learning that help prepare them for school.

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Setting details

Unique reference number 151151 Local authority Buckinghamshire Inspection number 1089779 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 9 Number of children on roll 1

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Telephone number

The childminder registered in 1991. She lives in Wendover, Buckinghamshire. Her husband works as her assistant. The childminder offers care Monday to Friday between 7.30am and 6pm, all year round.

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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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