Childminder in Buckinghamshire

Inspection date 19 November 2018 Previous inspection date 11 November 2014

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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 is warm, approachable and friendly. She provides a welcoming environment where children are happy and settled. Children quickly develop secure attachments with the childminder and she promotes their emotional development well. n The childminder has built strong relationships with parents. They enjoy receiving updates from her about their children's activities. Parents value the care that the childminder provides. n Children benefit from opportunities to socialise with others in the childminder's home and at local groups. These help them to make friendships with their peers and develop positive dispositions and attitudes towards others. n The childminder skilfully links planned activities to children's interests. These help children remain enthused, motivated and fully engaged in their play. Learning is well supported. n The childminder completes regular observations of children's achievements and

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The provision is good

carefully plans activities to support children's future learning. Children make good progress. n The childminder reflects on her own professional development. She is always keen to keep her skills up to date and attend training courses.

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It is not yet outstanding because:

n Although the childminder has a good understanding of what children know and can do, she does not use robust monitoring systems to enable her to recognise and quickly address any possible gaps in their learning over time. n Occasionally, the childminder answers too readily for children and does not make the most of opportunities to extend their communication and thinking skills further.

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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 refine the monitoring of children's progress to quickly recognise and address any gaps in their learning n give children more time to reply to questions and build on their communication and thinking skills further.

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What the setting needs to do to improve further

Inspection activities n The inspector looked at areas of the home used by the children and the quality of resources available. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector held a professional discussion with the childminder during the inspection. n The inspector looked at a selection of documentation, including children's learning records, safeguarding procedures, parents' written comments and training records.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder has recently attended safeguarding refresher training to update her knowledge. She has a secure understanding of the correct procedures to follow in the event of a concern regarding children's welfare. The childminder has kept her knowledge about the early years foundation stage up to date which has helped her to sustain a good level of practice. She uses effective risk assessments of her home and any outdoor adventures she takes children on to help minimise potential hazards and maintain a safe environment. These help to keep children safe. Parents praise the fact that their children thrive and develop in confidence while in the care of the childminder. Parents are kept well informed of daily activities about their child's learning and are actively encouraged to share their child's learning experiences and interests outside of the setting.

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Quality of teaching, learning and assessment is good

The childminder plans a range of child-centred activities. She values children's interests and ideas, and incorporates them into a variety of activities. This helps to excite children in their play and learning. For example, the childminder provides an abundant range of activities linked to children's current interest in trains. The childminder is a good role model. She sensitively plays alongside children and participates in their play. She provides sufficient challenge to extend children's learning. For instance, she challenges them to thread beads. This contributes to the development of children's physical skills and their levels of concentration. Children regularly attend outings within the local community. They talk about a recent outing to the train station with enthusiasm and excitement. Regular outings enhance children's experiences and extend their learning about the wider world.

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Personal development, behaviour and welfare are good

The childminder provides a warm and welcoming play environment. Children are very settled and the childminder understands their needs well. The childminder has high expectations for children. For example, she encourages them to select resources as they play and then to take part in routines, such as tidying away. Children have good opportunities to develop their social skills during regular visits to various playgroups within the local community. Children learn how to lead healthy lifestyles. For instance, they enjoy a variety of nutritious snacks and have daily exercise and fresh air. Children develop their self-care skills, such as washing their hands before mealtimes.

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Outcomes for children are good

Children make good progress from their starting points. They learn key skills that help prepare them for the next stage of their learning. Activities provide children with age- appropriate challenge to support the next steps in their learning as they develop new skills. Children are active learners and are interested in the world around them. They develop good independence skills, confidence and self-esteem. For example, they put their wellington boots on ready for going outside and peel their fruit at snack time.

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Setting details

Unique reference number EY348250 Local authority Buckinghamshire Inspection number 10069157 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 2 - 11 Total number of places 6 Number of children on roll 7 Date of previous inspection 11 November 2014

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Registers

The childminder registered in 2007 and lives in Stoke Mandeville, near Aylesbury, Buckinghamshire. She operates all year round from 7.30am to 5.45pm on Monday and Tuesday, and from 7.30am to 4.30pm on Wednesday to Friday. She holds an appropriate childcare qualification to level 3.

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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

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

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