House, Louise Michelle

Inspection date 6 March 2019 Previous inspection date 17 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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This provision is good

n The childminder reflects on her practice well and recognises her strengths and areas to develop. She attends regular training opportunities and acts on the advice of others, such as local authority partners, to help improve her practice and children's outcomes. n The childminder supports children well to develop good behaviour. She manages minor disputes calmly and teaches them to be polite and well mannered. For example, after eating, children say 'please can I get down from the table'. n The childminder has developed positive partnerships with parents. She shares information on a daily basis to help keep them fully informed and involved in their children's care and learning. Parents also share information about their children's achievements at home through short videos that they send to the childminder and written 'wow' moments. n Children are making good progress in their development. The childminder knows the

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This provision is good

children's individual needs and interests well. She closely monitors their development and plans suitably challenging experiences that are relevant to their age and stage of learning. n The childminder has established good links with other settings that children attend. She shares information about children's progress regularly, which helps to provide continuity and consistency in their care and development. n Overall, the childminder carries out robust risk assessments of the home and for outings. However, she has not fully considered the security of the premises in a variety of situations.

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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 develop risk assessment procedures further to ensure that the security of the premises is considered at all times.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector took account of the views of parents through written feedback provided. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of all persons living at the premises. n The inspector viewed the areas of the home used by children. n The inspector talked to the childminder and children throughout the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is familiar with how to identify and report potential child protection concerns, including wider safeguarding risks, such as those from extreme views. The childminder updates her safeguarding training regularly and, as a result, is very conscious of issues such as online safety. The childminder is vigilant and supervises the children closely. She has a positive attitude towards her own professional development and seeks the views of the parents to help her identify areas of her practice to improve further. The childminder works well with parents to support children's development. Parents comment that they are pleased with the progress their children are making and that the childminder is an excellent role model.

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Quality of teaching, learning and assessment is good

The childminder regularly observes and assesses children's progress. Her planning for their future learning is based on her accurate assessment of their next steps. The childminder seeks information about children's development from other settings that children attend and evaluates this to ensure they are all working cohesively. The childminder interacts well with children as she joins in with their play. She encourages them to work together to set up a game to play and reinforces children's mathematical understanding as she talks to them about the colours and numbers they can see. The childminder supports children's interest in books and reads their favourite stories with good tone and enthusiasm, keeping the children interested and engaged. The childminder helps children to learn about the wider community and how to care for living things. For example, she takes children on outings to the church and local playgroups,

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Quality of teaching, learning and assessment is good

and helps them to feed the guinea pigs at home.

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Personal development, behaviour and welfare are good

Children are settled, secure and have developed good relationships with the childminder and each other. They explore the well-organised and homely environment with confidence. The childminder helps children learn how to share and take turns, and how to understand their feelings and emotions. For example, she draws their faces on a white board and asks about their expressions if they feel happy or sad. The childminder supports children to care for their environment as she encourages them to tidy up after they have finished playing with certain toys. She sings a 'tidy up' song and the children enthusiastically join in. The childminder provides children with healthy snacks and meals, and ensures they benefit from fresh air and exercise every day as they visit parks and walk to and from school.

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Outcomes for children are good

Children are gaining good levels of confidence and independence and are developing a range of skills to support their future learning. They are inquisitive and quick to test their own ideas. For example, they attach toy monkeys to a magnetic leaf and add more to see how heavy they get before the leaf falls down. The childminder offers lots of praise and the children are keen to try again. Children are developing good communication skills and demonstrate their mathematical knowledge as they identify shapes, such as a triangle and a square in a puzzle.

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Setting details

Unique reference number EY403452 Local authority Buckinghamshire Inspection number 10062018 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 4 Number of children on roll 8 Date of previous inspection 17 September 2015

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Registers

The childminder registered in 2010 and lives in High Wycombe in Buckinghamshire. She operates Tuesday to Friday from 8am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3 and is eligible to receive funding to provide free early education for children aged two and three 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

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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