Childminder EY500584

Inspection date 21 January 2019 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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This provision is good

n The childminder organises her environment well. She carefully risk assesses the areas where children play. She considers the layout of toys and equipment and the age of the children that attend. She follows robust procedures for managing medicines and allergies. This helps to keep all children safe. n Teaching is strong. Children develop the knowledge and skills they need to prepare for the next stages of their learning. The childminder observes children regularly and keeps precise records of their development. She considers their interests well when planning activities. This helps them to enjoy their time at her home. n The childminder provides opportunities for children to learn about their similarities and differences. For instance, she includes cultural celebrations in the calendar year in her planning. Children enjoy talking about how they celebrate Diwali at home. They have fun making chalk Rangoli patterns in the tuff tray.

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This provision is good

n Children behave very well. The childminder is a positive role model. She gives clear and consistent instructions to children and she uses praise effectively. For example, she sets clear boundaries on the walk home from school and this helps to keep children safe when they are outside the home. n The childminder has high expectations of herself and she has a positive approach to further improvement. For example, she seeks feedback from parents and considers their views. She creates a self-development plan using this feedback and her own evaluations. Since her registration the childminder has revised the way she tracks children's development. This is helping her to gain a clearer overview of children's achievements and any gaps in their learning. n The childminder has recognised that she needs to improve how she helps parents to support their children's development. However, her plans are not fully embedded.

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This provision is good

n On occasion, such as during snack times, the childminder does not fully support children to build on their independence skills.

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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 consider how to provide parents with further suggestions for supporting their children at home and help children make even better progress in their learning n reflect upon how to promote children's independence skills further during routine times of day, such as snack time.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the parts of the childminder's home that children use. n The inspector observed the quality of teaching indoors and assessed the impact on children's learning. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector checked evidence of the suitability of the childminder and those in her household. She looked at a selection of policies and sampled children's records. She spoke to the childminder about how she evaluates the effectiveness of her provision. n The inspector took account of the written views of parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has taken steps to ensure that her safeguarding knowledge is up to date. She has a secure understanding of how to recognise children who are at risk of harm. This includes those children who may be at risk of radical and extreme views. The childminder seeks and responds to the views of parents. For example, following parental feedback, she trialled an online system for daily communications and progress tracking. However, having found this impersonal, she took alternative action and streamlined her communication methods. Parents report that they are happy with the amount of information that they receive.

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Quality of teaching, learning and assessment is good

The childminder plans a range of learning opportunities that meet children's interests. For instance, when children say they like making models she challenges them to make a space vehicle from building blocks. She joins in with children's play, encouraging them to experiment as they join pieces together. Children persevere and smile with satisfaction as they complete their models. The childminder develops positive partnerships with parents. She talks to them each day and also records key information in a daily diary. She provides regular written reports of children's achievements and next steps. The childminder networks with others and attends training to help her improve her quality of teaching. For example, after attending a course about observing children's learning she has refined her observation process. This is helping her to evaluate children's learning more precisely and plan next steps effectively.

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Personal development, behaviour and welfare are good

The childminder ensures that children have plenty of opportunities for fresh air to support their good health. For instance, children play at the local park and go on nature walks in the local woods. She supports children's personal and social development effectively. She leads by example using good manners and helping children to understand how to show consideration for each other. This helps children to listen to others and share resources willingly. The childminder provides lots of support to children learning new self-care skills. For example, she liaises with parents and staff at other settings children attend, to help provide a consistent approach as children learn to use the toilet. The childminder supports transitions well. She meets with new parents and children to gather information about children's routines, likes and dislikes. She provides flexible settling-in sessions with and without parents as required. This helps to meet

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Personal development, behaviour and welfare are good

children's individual needs and helps them to settle well into her care.

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Outcomes for children are good

Children are confident and demonstrate positive attitudes to their play and learning. They are well prepared for their future learning. Children develop their mathematical skills well, such as they count superhero pictures up to 20 on a treasure hunt. They use their knowledge of letters and sounds to begin to read words in the environment. They play with others and make new friends.

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Setting details

Unique reference number EY500584 Local authority Buckinghamshire Inspection number 10057207 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 5 - 6 Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She holds an appropriate childcare qualification equivalent to level 3. She offers care five days a week all year round from 7am until 6pm. She accepts funding for the provision of free education for children aged two, three and four 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

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Registers

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Registers

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Registers

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