Childminder EY540756

Inspection date 2 April 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 Children make good progress in their learning. They are inquisitive and show motivation to learn as they develop confidence in their own abilities. n Children make independent choices in their play and show good levels of self- confidence and emotional well-being. n Children behave well and form positive relationships with the childminder and her assistants, who are calm, caring and consistent in their approach. They give children gentle reminders and explain why certain behaviours are not acceptable. Children receive lots of praise. This helps to promote their understanding of right and wrong. n The childminder fosters children's communication skills effectively. For example, she talks clearly to them, provides a commentary and models good conversational skills to help increase their speaking, listening and attention. n The childminder and her assistants are extremely vigilant about the dangers associated

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This provision is good

with the internet and social media. They share this detailed knowledge with the local school and parents to help to protect all children in their care. n The childminder's choices of training do not help her to develop her teaching skills to help to raise the quality of children's learning to an outstanding level. n The childminder does not always succeed in building positive relationships with hard to reach parents. n The childminder does not make best use of the information gained from the chosen software program to support observation and assessment of children's learning.

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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 focus future professional development choices on the teaching and learning needs of children n extend partnership working with parents to find ways to engage with those who are hard to reach n strengthen the use of information gained from the chosen software program, to support more confident observation and assessment of children's learning.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and children's activities, completed a joint observation with the childminder and held discussions about children's progress and learning. n The inspector held conversations with the childminder, assistants and children throughout the inspection. n The inspector checked evidence of staff suitability checks and their qualifications. She sampled relevant policies and procedures. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at the childminder's online management documentation.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows how to protect children from possible harm. She is aware of the procedures to follow should she have concerns about a child. The childminder constantly risk assesses her home and closely oversees the work of her assistants to ensure children are safe and well supervised. The childminder attends mandatory courses and completes online training to help to keep her knowledge of children's welfare in line with current legislation. She carries out timely nappy changing routines and supervises children closely. The childminder liaises with parents to find out what children know and can already do. This enables her to plan for their learning from the outset. The childminder works effectively with other professionals involved in children's care, such as teachers. She shares information with them to support children and families who speak English as an additional language and to smooth children's

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Effectiveness of leadership and management is good

transition to school. The childminder has begun to evaluate her service. She takes good account of parents' views to determine what changes to make to her practice.

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Quality of teaching, learning and assessment is good

The childminder knows how to use the early years foundation stage to help children to learn and develop. She successfully plans activities to support their learning further. For example, children like to play with building blocks and already know that very tall towers are 'wobbly' and 'fall down'. The childminder and her assistant talk to them about structures needing 'a solid base'. She shows them how to build a 'sound foundation' and encourages them to see how much taller the tower can go. The childminder uses these opportunities to develop children's early mathematical skills. For instance, she encourages children to identify the colours of the bricks and to count how many they use. Children name the shapes they can see and count 'four squares in the window'. The childminder regularly monitors children's learning and development, to quickly identify any gaps and to implement plans to help children to catch up. Parents report that they

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Quality of teaching, learning and assessment is good

are thrilled with the progress of their child and state 'I wouldn't trust anyone else' with my child's care.

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Personal development, behaviour and welfare are good

The childminder successfully helps children to learn about a healthy lifestyle, including the importance of fresh air and exercise. Children spend time outdoors in the garden and they feed the ducks at the local parks. They take part in a range of activities to strengthen their physical skills. For example, they confidently use apparatus, such as a slide, and manoeuvre themselves around the garden in ride-on cars. The childminder uses these opportunities to remind them how to keep themselves safe, such as ensuring that they use the steps and do not climb up the slide. The childminder provides clear routines for children and sets boundaries to promote positive behaviour.

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Outcomes for children are good

Children develop good skills that will help them in their future learning at pre-school and school. For example, they play well alongside other children and learn to value and respect others. All children have a positive approach to learning and demonstrate a strong willingness to explore and try new things.

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Setting details

Unique reference number EY540756 Local authority Milton Keynes Inspection number 10101200 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 3 - 3 Total number of places 3 Number of children on roll 2 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in the Monkston area of Milton Keynes. She operates weekdays from 7.30am until 6pm all year round, except for family holidays arranged in advance. The childminder is funded to offer free early years education for three-year-olds. She works with family members as assistants.

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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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