Ells, Lisa

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy and settled in the childminder's well-resourced, warm and welcoming home. They clearly enjoy spending time with the caring childminder. Children make choices from a wide range of resources and play materials. They are highly motivated and eager to join in. They enthusiastically paint the prickles on a hedgehog and are delighted with the result. The childminder takes advantage of these experiences to extend children's learning. For example, she talks about how to mix colours and helps children to squeeze paint from bottles into pots. The children enjoy the experience of spreading paint around and they practise their small-muscle and mark-making skills.

p.2

The provision is good

Children enjoy making marks and are developing good early literacy skills. For example, they recognise the letters in their names and are able to sound them. The childminder encourages children to develop a love of books and stories. Children enjoy snuggling next to the childminder as she reads to them. They look at the pictures and excitedly identify the characters they see.

p.2

The provision is good

The childminder is a positive role model who provides a wealth of praise and encouragement. This supports children's good emotional well-being. She gives clear guidance to support children's good behaviour. Children respond well to the childminder's gentle reminders about sharing and taking turns.

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need to do better?

n The childminder develops children's communication and language skills effectively. She listens carefully, repeating and extending what children are saying. She uses questioning techniques well and gives children ample time to think and respond. n Children eagerly recall past experiences and talk about their home lives. For example, while having lunch, the childminder engages children in conversations about trips they have taken with their parents. n Partnerships with other settings that children attend are good. The childminder exchanges information frequently to support consistency in care and learning for all children. n Children are aware of the rules and boundaries in place. They help the childminder to carry out tasks such as tidying away toys when they have finished playing with them. They are caring and kind. For example, older children show kindness towards younger children as they ensure they have their water bottle

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need to do better?

on the table at lunchtime. n Children benefit from the range of outings they attend in the local area and wider community. They have regular opportunities to socialise with other children and adults, which helps to support their social development well.

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need to do better?

15 October 2019 Children are developing a strong sense of themselves, and they learn about the differences between people and their communities. n The childminder provides a broad range of home-cooked meals for children. She reminds children to drink water frequently and encourages them to eat fruit for their snack. The childminder ensures children have daily opportunities for exercise and ensures that they have plenty of outdoor play. All children are encouraged to be as independent as possible. Children learn to wash their hands, feed themselves and learn to hang up their individual towels on their pegs. n The childminder carefully considers the activities and experiences that she provides for children. Children benefit from interesting resources indoors and outside. The childminder makes precise observations to gain insight into what sparks their interest throughout the day. However, she does not always use

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need to do better?

everyday opportunities to count with children in order to reinforce and build on their early mathematical understanding. n Overall, partnerships with parents are good. The childminder communicates effectively to ensure that parents receive daily information about their child's day. Parents comment how much they value and appreciate the good care and interesting experiences that the childminder provides for their children. However, the childminder does not make the best use of self-evaluation to enable her to identify key areas for improvement, including using the views of children and parents.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a secure knowledge of how to keep children safe. She is alert to the signs and symptoms that might indicate a child is at risk of harm. She understands the procedures to follow and who to contact if she has any concerns about children's welfare. Furthermore, the childminder regularly updates her safeguarding training. This means that she keeps up to date with recent safeguarding issues. The childminder carries out regular checks of the indoor and outdoor environments to ensure that children are safe from any potential hazards.

p.3

should:

n ensure that younger children are able to practise and develop their mathematical skills, by recognising and building on these opportunities in their everyday play and activities n improve the rigour of the self-evaluation process and focus more precisely on identifying targets to help children make even better progress in their learning

p.3

Setting details

Unique reference number EY361378 Local authority Buckinghamshire Inspection number 10062012 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 16 November 2015

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Information about this early years setting

The childminder registered in 2007. She lives in Amersham, Buckinghamshire. She holds an appropriate qualification at level 3. She cares for children from 7.30am to 7pm for three days a week from Tuesday to Thursday, except for bank holidays and family holidays.

p.5

Inspection activities

n The inspector viewed the areas of the childminder's home that children use. n The inspector observed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector spoke to children and the childminder at convenient times during the inspection. n The inspector took account of parents' views through written feedback. n The inspector looked at children's records and a range of other documents, including policies, procedures and evidence of the suitability of adults living in the household.

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Inspection activities

We carried out this inspection 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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Inspection activities

15 October 2019 15 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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