Childminder EY542495

Inspection date 5 March 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 has a positive approach to further improving her provision. For instance, she audits and evaluates her service regularly and sets herself targets for improvement. n The childminder risk assesses well. She considers and minimises risks to children in the home and on outings. For example, she routinely practises her fire evacuation procedure with children. This helps to keep children safe. n The childminder develops effective procedures to support children during routine times of day. For example, she plays calming music to help children settle to sleep. She works alongside parents to establish consistent strategies to support children as they learn to use the toilet. This promotes children's well-being effectively. n The childminder encourages children to share their opinions and choices. For instance, children express their views on activities that they would like to do, such as making

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This provision is good

pancakes. The childminder includes these in her planning. This helps children to enjoy their time with the childminder. n The childminder knows the children in her care well. She observes children regularly and completes precise assessments. She plans learning opportunities to meet each child's individual next steps. This helps children to make good progress from their starting points. n The childminder prepares children well for their eventual move to school. For example, she helps children to develop independence skills, such as putting their shoes and coats on and off. n The childminder does not precisely focus her professional development on raising the quality of teaching to better support outcomes for children. n Occasionally, the childminder does not make the best of opportunities to fully extend children's early writing skills in their play.

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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 seek further professional development opportunities and use the knowledge gained to help raise the quality of teaching and children's achievement to an even higher level n place more emphasis on developing children's early writing skills, so that their progress is accelerated even further.

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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 childminder's quality of teaching, and they both jointly evaluated the effectiveness of the childminder's interactions with children. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector looked at relevant documentation and evidence of suitability of persons living in the household. 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 has a secure understanding of her duty to keep children safe. She understands the need to protect children, such as from extremist views. She knows the procedures to follow should she have a concern about children's welfare. The childminder has high expectations and keeps her knowledge up to date. For example, she attends local authority briefings and evaluates her provision with local early years professionals. This helps to ensure that she meets requirements. The childminder monitors children's progress well. She identifies any gaps in provision effectively and adapts her planning to meet the needs of individuals.

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Quality of teaching, learning and assessment is good

The childminder develops positive partnerships with parents. She helps them to support their children's learning at home effectively. For instance, she shares her observations and photographs of children's learning. The childminder prepares written reports on children's learning each term, detailing their next steps. She makes time to talk to parents about children's progress and offers ideas for them to try to support their children's development. Parents report that they like the joint approach to supporting their children's learning. The childminder provides appropriate opportunities for children to develop their skills through play. For example, children play turn-taking games and learn to recognise colours as they match corresponding hats and gloves to penguin toys. Children smile as the identify colours correctly.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming and stimulating environment for children. She considers the needs of children who prefer to learn outdoors well. For instance, she takes children on walks in the local area to feed the ducks. Children also play outdoors each day, making mud pies, crawling through tunnels and riding wheeled bicycles. This helps to support their good health. The childminder supports children's well-being effectively. For example, she talks to parents at drop-off time about children's sleep, food and medical needs. This helps her to ensure that she provides strong continuity in care. Children are happy and settled with the childminder. They build positive attachments. They behave well and the childminder praises them for their achievements. The childminder encourages children to develop their independence and self-care skills. For instance, she encourages children to clean their own hands, choose bowls and cutlery for

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Personal development, behaviour and welfare are good

their snack and tidy away after mealtimes.

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Outcomes for children are good

Children are confident and demonstrate positive attitudes to their play and learning. The youngest children sit unsupported and pick up toys in two hands, bringing them together. They smile and enjoy spending time on their tummies. They lift their heads and arms up, and watch other children playing. Older children engage in imaginary play, making cups of tea for their friends. They hold conversations with others and explore the environment independently. Children begin to use number names spontaneously in their play. They feed themselves competently and drink well from cups without spilling.

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Setting details

Unique reference number EY542495 Local authority Buckinghamshire Inspection number 10090325 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 - 10 Total number of places 4 Number of children on roll 9 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and is located in Aylesbury. She offers full-time care from 7.30am to 6pm on weekdays throughout the year. She also offers out-of-school care. The childminder accepts funding for the provision of free education for children aged two, three and four years. She has an appropriate qualification at 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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