Celia Hudson

Inspection date 19 September 2018 Previous inspection date 30 September 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder thoroughly monitors children's progress. She quickly identifies when children may need extra help and provides effective support to close any gaps in their learning swiftly. n The childminder has good working partnerships with parents and regularly informs them about their children's learning. Parents contribute from the start and continue to share information from home on an ongoing basis. All children make good progress from their starting points. n The childminder regularly evaluates her provision. She considers the views of parents when reflecting on her practice and identifies clear priorities to drive improvement. n Children receive a wide range of nutritious, home-cooked meals. This promotes their good physical health. n The childminder acts as a very positive role model. She provides children with encouragement and praise as they play and teaches them to understand each other's

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It is not yet outstanding because:

n Although the childminder attends mandatory training, her professional development plans are not fully focused on helping her to raise the quality of teaching further. n The childminder does not always provide enough opportunities for children to learn about the similarities, differences and cultural backgrounds of others.

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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

n focus plans for professional development that help raise the quality of teaching practice to a higher level n make the most of opportunities for children to learn about the similarities, differences and cultural backgrounds of others.

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What the setting needs to do to improve further

Inspection activities n The inspector toured the premises and reviewed the resources with the childminder. n The inspector observed the childminder and children during their activities and discussed her observations with the childminder. n The inspector held discussions with the childminder and children throughout the inspection. n 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 leadership and management is good

Safeguarding is effective. The childminder regularly attends child protection training. She has clear procedures in place and understands how to record and report any concerns about the welfare of a child. The childminder places a high priority on ensuring that children remain safe. For example, she supervises children vigilantly and completes robust risk assessments to identify and minimise risks to children's safety. The childminder is organised and regularly updates her policies and procedures, which has a positive impact on the service she provides. The childminder provides effective support for her assistant. For example, she monitors her practice and ensures she completes mandatory training. This helps to develop her assistant's skills and knowledge to carry out her role effectively.

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Quality of teaching, learning and assessment is good

The childminder makes regular observations and assessments of children's development. She knows children well and provides a range of activities that follow their interests and next steps in learning. The childminder supports children's language skills well. For example, she teaches them new words, asks questions and gives them time to think and respond. Children learn how to count and use numbers in their play, such as when building and knocking down towers. Younger children engage in activities and show perseverance. For example, they repeatedly attempt to twist and press buttons on interactive toys. They eventually succeed and develop their concentration.

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Personal development, behaviour and welfare are good

The childminder is kind and caring and children have built strong relationships with her. They are emotionally secure, confident and comfortable in the childminder's company. The childminder gathers and shares detailed information daily with parents. This helps her to adapt children's care routines and support their emotional well-being. Children develop their independence skills. For example, they choose freely from a range of toys and resources. The childminder offers a wealth of challenging outdoor activities for children. For example, children enjoy visits to the woods and trips to feed the ducks. They learn how to manage risks, such as climbing trees and learn how to stay safe around water.

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Outcomes for children are good

Children develop the skills they need for their future learning and move to school. For example, older children learn to recognise and write their names. Younger children enjoy testing and trying out their ideas. They show good coordination and enjoy making marks and connecting magnetic shapes together. This helps to build on their fine-motor skills in preparation for early writing.

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Setting details

Unique reference number EY435653 Local authority Buckinghamshire Inspection number 10071503 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 7 Date of previous inspection 30 September 2015

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Registers

The childminder registered in 2011. She lives in Chalfont St Giles, Buckinghamshire. The childminder cares for children from 8am to 6pm, Monday to Thursday, during term time and school holidays. On occasion, she works with an assistant. The childminder offers free early education for children aged two, three and four years. She holds an appropriate home-based childcare qualification.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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