Childminder EY265498

Inspection date 1 October 2018 Previous inspection date 11 January 2016

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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 has a lovely manner with the children. She sets a good example and supports their personal and social development well. n The childminder understands how children learn. She offers a range of enjoyable activities for children. n The childminder builds strong partnerships with other settings. She helps children to develop their independence skills well. This helps to prepare them for their transition to school when the time comes. n The childminder helps children to learn about people, families and communities. She supports children's understanding of their similarities and differences well. n The childminder is ambitious and has high expectations. She continually improves her own practice. For instance, she completes a variety of professional development activities to keep her knowledge up-to-date. n Children make good progress from their starting points. They are well prepared for their future learning.

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It is not yet outstanding because:

n The childminder does not make the best use of opportunities to help older children begin to develop an accurate understanding of different sounds and letters. n On occasion, activities do not meet the needs of the youngest children.

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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 strengthen the teaching of letters and sounds and help older children make better progress with their emerging literacy skills n review group activity times for the youngest children and ensure that they capture their interest.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke to the childminder, her co-childminder and the children at appropriate times during the inspection. n The inspector checked evidence of the suitability of the childminder. n The inspector looked at a selection of policies and procedures, and discussed the childminder's self-evaluation process. n The inspector took account of the views of parents provided in writing, on the day of the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her individual responsibilities to protect children from harm. She has a secure knowledge of what to do and who to contact if she has a concern about a child's welfare. The childminder works closely with her co-childminder. They seek relevant training and networking opportunities to help to make continual improvements to their provision. The childminder monitors children's development closely. She uses her overview of progress to target any gaps and next steps in planning effectively.

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Quality of teaching, learning and assessment is good

The childminder provides enjoyable learning opportunities which children enjoy. For example, children smile and laugh as they sing action songs such as, 'Head, shoulders, knees and toes' at different speeds. The childminder attends training to raise the quality of her teaching to an even higher level. For instance, she recently attended a language development course. This enhanced her understanding of how to support language through play. This is having a positive impact on outcomes for children. For example, the childminder provides a narrative for play in the role-play kitchen. She introduces new words which children then use in character as they serve food to others.

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Personal development, behaviour and welfare are good

Children behave well. The childminder is a consistently good role model. She uses positive language to show children how to interact with their friends. The childminder supports the children's development of self-care skills effectively. For instance, she gives children opportunities to practise washing their hands by themselves. The childminder develops strong partnerships with parents. She keeps them updated on their children's care, learning and development. Parents report that they are happy with the care that their children receive. They say that the childminder is approachable and supports their children's home routines well. The childminder has taken effective steps to improve transitions for children. For example, she develops good relationships with other settings. She prepares children for their transition by familiarising them with their new setting. She shares information with teachers about children's achievements and progress.

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Outcomes for children are good

Children are confident and demonstrate positive attitudes to their play and learning. They are gaining the key skills in readiness for school. Children develop their number skills, counting rocks and shells as they add them to the water tray. They use their imagination as they play with others serving cups of tea. Children develop their physical skills as they use pincers to pick up small items. They ride-on bicycles competently.

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Setting details

Unique reference number EY265498 Local authority Milton Keynes Inspection number 10064845 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 - 7 Total number of places 6 Number of children on roll 2 Date of previous inspection 11 January 2016

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Registers

The childminder registered in 2003. She works in partnership with another registered childminder and minds from her co-childminder's house. The childminder holds a childcare qualification at level 3. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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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