Childminder EY537393

Inspection date 19 September 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 Young children have close relationships with the childminder. She knows them well and she places importance on their emotional well-being. Children settle easily and are happy, secure and safe in her care. n The childminder has high expectations for children's learning. She tracks their already good progress, and identifies and closes any gaps in their learning. n The childminder provides homely and stimulating environments indoors and outdoors. Children play with a good range of toys and resources that helps to support their development. n The highly motivated childminder focuses strongly on her professional development. For example, she reads articles, attends meetings and training courses, liaises with the local authority adviser and works with other childminding colleagues. This helps to enhance children's good care and learning outcomes. n The childminder puts what she learns into practice. For example, she has introduced

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The provision is good

more exciting activities to further children's good mathematical learning experiences.

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It is not yet outstanding because:

n Sometimes, the childminder does not make the most of her good relationships with parents to help them complement their children's learning at home. n The childminder does not make the most of opportunities to extend young children's curiosity about themselves, their family and others in their life.

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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 build on ideas to assist parents to further support children's learning at home n increase opportunities for younger children to talk about themselves, their families and others.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities in the childminder's home. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n The inspector observed and evaluated an activity with the childminder. n The inspector looked at children's records and planning, and discussed the childminder's policies and procedures. n The inspector took account of the written views of children and parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good knowledge and understanding of child protection and the procedures to follow if she has concerns about a child's welfare. She carries out daily checks of the environments the children use to help keep them safe and secure. Children learn about personal safety, such as road safety and stranger dange. Cards from parents are complimentary about the childminding service and children state that they like all the activities.

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Quality of teaching, learning and assessment is good

The childminder is very enthusiastic. She regularly observes and assesses children's development and plans exciting activities to help them reach their next steps in learning. The childminder interacts purposefully with young children as she joins in their play. She helps young children to express themselves and make choices, for instance, by naming and showing them items they can choose from. She provides a running commentary about their involvement in activities to help build on their understanding, speaking and listening skills. Young children develop good small-muscle skills. For example, they enjoy exploring different textures, such as metal, wood and wool. Children use their imaginations and are creative. For example, they paint and stick materials, and enjoy dressing up and playing superheroes.

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Personal development, behaviour and welfare are good

The childminder fully promotes children's health and well-being. She offers nutritious foods, encourages daily exercise and is a positive role model for good manners and hygiene practices. Children behave well and they know what is expected of them. They learn to take turns and share. Young children are comforted by gentle moving lights and soft music as they rest. Children enjoy a wide range of opportunities to develop a good understanding of the local community and the world around them. For example, they learn about festivals and visit pre-school groups, the park, a farm, the library and a market. Children develop good physical skills as they balance on logs, ride cars and play ball games.

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Outcomes for children are good

All children make good progress in their learning in preparation for moving on to school. They develop good independence skills. For example, the youngest children use a safety knife to cut up their soft fruit at snack time. Children develop good mathematical skills during activities and everyday routines. For example, they identify numbers on doors, name colours and shapes, and learn about measurement when cooking. Young children make marks with their fingers in different media, such as paint and foam. Older children learn to hold a pencil for writing.

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Setting details

Unique reference number EY537393 Local authority Buckinghamshire Inspection number 10057216 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 5 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered 2016. She lives in Aylesbury, Buckinghamshire. The childminder offers care Monday to Friday from 7.30am until 6pm, for most of the year. The childminder receives funding for the provision of free nursery education to children aged three years.

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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

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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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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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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