Childminder in Buckinghamshire

Inspection date

Previous inspection date 18 May 2018 16 January 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 builds very warm relationships with children to make them feel welcome. Children settle quickly in her care and show that they feel thoroughly at ease in her home.  The childminder plans well to enable children of different ages and abilities to join in, play and learn together. She skilfully adapts her questioning and use of resources to ensure that each child is engaging in purposeful learning.  Children make good progress during their time with the childminder. They develop a positive view of their learning.  The childminder helps all children to understand and value the similarities and differences between themselves and others. They develop a positive view of diversity.  The childminder is a good role model. Children follow her lead as she shows them how to welcome visitors, be kind to each other and to be enthusiastic about their learning.

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It is not yet outstanding because:

 The childminder has not maximised opportunities to reflect on her practice precisely and update her skills further to develop the quality of what she does to the very highest level.  The childminder does not find out as much as she could about children's skills and abilities before they start in her care, to monitor their progress even more closely.

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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

 enhance the use of self-evaluation and professional development opportunities to build on and develop further the existing good practice  find out more about what children already know and can do before they start, to monitor their progress even more thoroughly.

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Inspection activities

 The inspector observed the childminder and children in the childminder's home and garden.  The inspector discussed the learning that was taking place with the childminder.  The inspector took account of the views of parents.  The inspector spoke with the childminder about her understanding of safeguarding and first aid.  The inspector looked at appropriate documentation, including the childminder's policies and children's records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder ensures that her home is safe and secure. She understands her role in protecting children and knows what to do if she is concerned about a child's welfare. The childminder has an accurate understanding of the typical skills that children of different ages will develop. She uses this knowledge well to identify any gaps in children's learning. The childminder works well with staff at pre-schools where children also attend, to complement and support their learning. Parents speak highly of the childminder. They value the advice she offers to help them further support their child's ongoing development, such as with weaning and separation anxiety.

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Quality of teaching, learning and assessment is good

Children are keen and inquisitive learners. The childminder uses her knowledge of each child's interests and development well to plan learning experiences that will capture their interest and help them learn. For example, all children enjoy exploring a 'treasure box' which the childminder presents. Babies enjoy reaching in to grab toys to explore using their senses. Younger children develop their hand-to-eye coordination as the childminder demonstrates carefully how to open and close pegs. Older children are prompted by the resources to use their developing language skills to talk about different people in the local community. During their play, the childminder incorporates meaningful opportunities for children to count and explore measurement and quantities to help their developing understanding of mathematical concepts.

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Personal development, behaviour and welfare are good

The childminder meets children's emotional needs well. She is very cheerful and encouraging, and children thrive in this positive environment. The childminder prepares children well for changes to their routine and children show good levels of confidence in new situations. For example, when expected visitors arrive, older children greet them by name and enjoy showing then around the childminder's home. The childminder meets children's care needs to the same good standards. For example, in warm weather she reminds children of the importance of having regular drinks and wearing clothing to protect themselves in the sun.

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Outcomes for children are good

Children learn to share, take turns and manage their emotions. They are confident to make their needs known and to share their views. Babies and very young children develop a good range of physical, emotional and communication skills in preparation for their future learning. For example, they develop control in their movements, feel safe and secure with trusted adults, and hear and use new words. Older children develop a broad range of skills needed for a successful move to school, such as how to put on coats and shoes and look after their own belongings.

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Setting details

Unique reference number EY399903 Local authority Buckinghamshire Inspection number 1085642 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 16 January 2015

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Telephone number

The childminder registered in 2009. She lives in Aylesbury, Buckinghamshire. She offers care all day on Monday to Friday, throughout 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

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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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