Childminder EY548910

Inspection date 12 June 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 shows a strong commitment to her ongoing professional development. She seeks out training opportunities and reflects well on what she learns in order to improve her teaching still further. n The childminder works well with parents. She is able to accurately monitor children's progress right from the start because she finds out, from parents, about the skills and abilities that children have developed already. n The quality of teaching is good. The childminder is especially effective at supporting younger children's physical and communication development. All children, including those speak English as an additional language, make good progress. n Children show a positive attitude towards their learning. They are developing well into curious and inquisitive learners.The childminder creates a happy and positive environment. n Children build warm attachments with the childminder. Children show that they trust

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This provision is good

the childminder and see her as a source of reassurance when they are unsure or unsettled. n The childminder does not plan a wide range of experiences that encourage children to explore different textures and materials. n The childminder does not consider fully the individual interests of some children when providing resources outdoors. Some children are not inspired by what is on offer to begin to explore and play independently.

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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 increase opportunities for children to explore different materials, such as sand and water, to build further on their developing creative skills n provide a wider range of resources outdoors that appeal to the individual interests of children, to support further each child's overall development.

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What the setting needs to do to improve further

n The inspector saw the areas of the childminder's home that she uses when childminding and discussed arrangements for identifying and minimising risks. n The inspector observed the childminder and children, and discussed the quality of teaching and learning. n The inspector took account of the views of parents. n The inspector evaluated the childminder's understanding of safeguarding and child protection. n The inspector looked at documentation, including the childminder's qualifications and children's records.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her role in safeguarding children. She knows what to do if she has any concerns about a child's welfare. She supervises children closely and ensures her home is safe and secure. She makes meaningful evaluations about the quality of her provision. This helps her continue to develop and improve what she does. For example, she reflects on planned activities. She considers the learning that has taken place and how she could make the experiences even more meaningful for children. She closely monitors and assesses each child's progress. She shares this information with parents so that they are well placed to continue the learning at home.

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Quality of teaching, learning and assessment is good

The childminder identifies clearly what each child needs to learn next. She uses her interactions well to help children make these next steps in their learning. She models language very clearly and gives children plenty of opportunities to try out new words and phrases. Young children carefully repeat back familiar phrases, such as 'oh dear' and 'never mind'. The childminder teaches children new skills, such as how to blow bubbles. Children watched carefully and then persevered in mastering this for themselves. The childminder helps children to enjoy books and to handle them carefully. For example, she read to children in an animated voice. Older children sat and listened. They were engrossed in the story. They turned the pages at appropriate times.

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Personal development, behaviour and welfare are good

Children develop a good set of physical skills. For example, they learn to feed themselves independently. The childminder teaches children to manage risks. For example, children learn how to climb steps safely. The childminder is a good role model. She joins children in their running games outside and demonstrates well that such activities are enjoyable. Children develop a positive view of a healthy lifestyle. They show that they feel very 'at home' at the childminder's house. For example, children confidently choose resources to use and know where to sit at snack times and mealtimes.

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Outcomes for children are good

Children are well prepared for their future learning, including the move to school. They show a keen desire to learn. For example, children were fascinated to look at minibeasts in the garden. They asked the childminder questions to add to their developing knowledge. They learn about acceptable behaviour and to consider the needs of others. They are able to play cooperatively. They begin to count and sequence numbers. Children learn about their own and other people's cultures. They develop a positive view of the similarities and differences between themselves and others.

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Setting details

Unique reference number EY548910 Local authority Buckinghamshire Inspection number 10109275 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 2 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 2017 and lives in Flackwell Heath, High Wycombe. She offers care from 7.30am to 5pm, Monday to Friday, throughout the year.

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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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