Compton, Louise Marie

Inspection date 30 October 2018 Previous inspection date 10 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 Children make good progress. The childminder and her assistant observe children's play carefully and accurately assess their progress. Overall, they provide interesting and engaging activities that are well suited to children's interests and learning needs. n The childminder and her assistant provide a homely environment where children are happy, confident and settle quickly, which supports their emotional well-being effectively. n The childminder has developed good relationships with parents. She knows the families well and regularly maintains a daily exchange of information regarding children's care and development needs. This helps to ensure a consistent approach. n The childminder uses self-evaluation effectively. For example, she recently worked with parents to adapt menus to meet children's individual needs. This helps to support children's awareness of a healthy lifestyle.

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It is not yet outstanding because:

n At times, the childminder misses opportunities to further extend children's next steps in learning, to build on what she already knows about children's development. n The childminder's monitoring and evaluation of the impact of her assistants' practice is not sharply focused enough to help raise the quality of teaching to the highest level.

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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 make the most of opportunities to extend children's next steps in learning even further, so that children are highly challenged to help them make rapid progress n build on the supervision arrangements for assistants to monitor and evaluate their practice, so they are more sharply focused on raising the quality of teaching to an outstanding level.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the premises and observed the children taking part in activities and evaluated the impact of teaching. n The inspector sampled a range of documentation, including records of children's learning and suitability checks for the assistant and household members. n The inspector spoke with the childminder and her assistant at convenient times during the inspection. n The inspector carried out a joint observation with the childminder.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is fully aware of her responsibilities regarding child protection. The childminder knows children well and she knows what action to take if she has a concern about a child's welfare. The childminder ensures her assistant also recognises areas of concern and has a clear understanding of who to contact. The childminder makes use of online research, training and discussions with other early years professionals. For example, she has recently used this to update her safeguarding policy in line with local procedures which helps to keep children safe. The childminder completes effective risk assessments and takes appropriate steps to reduce hazards where children play.

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Quality of teaching, learning and assessment is good

The childminder and her assistant work well together. They use observations and assessments to monitor children's development and use information they gain from these to plan exciting activities. The childminder supports children's communication and language skills well. For example, she plays alongside children, listening to their ideas, and asking them questions to help promote their thinking skills. Children are encouraged to count and use mathematical language as they play. For example, they count legs of the spiders they have created and decide which animals have the longer necks. The childminder and her assistant support children's imaginations well. Children enjoy pretending to feed 'babies' and talk about healthy food.

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Personal development, behaviour and welfare are good

Children thoroughly enjoy their time with the childminder and her assistant. The childminder makes good use of the dedicated playroom and provides a stimulating learning environment. Children behave well and the childminder and her assistant lead by example. For example, they are polite and respectful and encourage children to use good manners. Children enjoy healthy meals, rest when they need to and have daily opportunities for physical play. For example, they visit local places, such as the park to meet other children which also helps to develop their social skills.

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Outcomes for children are good

Children make good progress in all areas of their learning. They concentrate well on tasks and are confident communicators. Children develop good early mathematics skills as they count and compare different sizes while they build with bricks. Children develop the skills and attitudes that prepare them for the next stage in their learning and their move on to school.

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Setting details

Unique reference number EY425288 Local authority Buckinghamshire Inspection number 10071498 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 0 - 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 10 September 2015

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Registers

The childminder registered in 2011. She lives in Chalfont St Peter, Buckinghamshire. She works with an assistant. The childminder receives funding to provide free early education to children aged two, three and four years. The childminder holds an early years qualifications at level 3. The childminder works each weekday for most of the year.

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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

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Registers

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Registers

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Registers

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