Childminder in Oxfordshire

Inspection date

Previous inspection date 21/02/2013 15/05/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder values the opinions of children and encourages their input into planning activities. As a result, children develop positive self-esteem and the confidence to express their ideas in readiness for school life.  The partnerships built up with parents are working effectively to help children make good progress in their learning and development. Parents receive good feedback about their child's achievements through a number of successful avenues of communication.  The childminder has a positive attitude to improvement and attends a wide range of training courses to develop her skills. This helps her maintain good standards of care and early education.  Children take part in a wide range of activities to encourage them to explore nature.

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It is not yet outstanding because

 Children do not use a very wide range of resources, such as books, or engage in many experiences to explore people and cultures different to their own.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities during the inspection.

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Inspection activities

 The inspector looked through a range of documentation that included children's developmental records.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector spoke with the children during the inspection.  The inspector took into account the views of parents expressed in questionnaires.

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Information about the setting

The childminder registered in 2005. She lives in the village of Kirtlington with her family including three school age children. The whole ground floor of the childminder's house, together with a first floor bedroom and bathroom, is used for childminding. There is an enclosed garden available for outdoor play. The home is within walking distance of the local school. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She currently cares for four children in the early years age group and 12 older children, all on a part-time basis. The childminder has a level 3 qualification in Extending Childminding Practice.

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To further improve the quality of the early years provision the provider should:

 extend the range of activities and resources to help children experience different cultures and lifestyles as they learn through their play.

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who attend

The childminder supports children's learning effectively helping them to make good progress. She plans weekly activities well so that the children take part in a good range of activities that cover different areas of learning. As a result, children are motivated and show an interest in what is happening. This positive attitude to learning prepares them well for school. The childminder successfully uses conversations to encourage children to think for themselves and use a wide range of vocabulary. Children like to recall recent events and they follow instructions carefully, showing good levels of understanding. They use descriptive words to describe the weather and are keen to find pictures and numbers for the calendar. The childminder notices children's interests in numbers as they count objects carefully together. As children's skills increase they play with resources that help develop matching and pattern making.

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who attend

Children experience a wide range of activities to help them experience the natural world. They have many walks in the countryside, collecting twigs or splashing in puddles. Back at the childminder's home, they plant flowers and vegetables. Children who show an interest in technology can use a variety of resources that offer new challenges. Young children show curiosity in working out how things work, as they play together to operate a spinning top. Children use their senses as they play, when they make apple pies or use art materials. Photographs reveal a good range of activities such as leaf printing, marble painting and drawing. The childminder pitches activities well to the ages of the children. For example, younger ones enjoy the sensation of tearing and crunching up coloured tissue paper to make star decorations. The childminder and her family are keen to promote children's enjoyment of music. Children hear songs on a piano and they dance to

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who attend

well-known examples of classical music. The childminder encourages children to express their ideas as they play. She provides resources so that they can develop games with dolls, clothes and buggies. The childminder recognises when children's interest wanes and she suggests new games, which receive a positive response.

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who attend

The childminder shares books with children, though the range in the book basket is quite narrow. There are few titles, for example, that show children images of people and lifestyles different to their own. Children are progressing well with their awareness of letter shapes and sounds, recognising some at an early age. They regularly use resources to help develop good pencil control and coordination. The childminder successfully helps children to develop independence as part of their preparation for life at pre-school and, later, school. She focuses well on their personal development when she monitors their progress. The childminder makes regular observations of the children and she uses this information to help support future learning. She shares regular discussions with parents about areas where children may need extra support. This successful partnership working helps children make good progress and quickly addresses any gaps.

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The contribution of the early years provision to the well-being of children

The childminder builds up good relationships with the children and they are happy and secure in her care. Children of different ages play well together and the childminder helps sort any occasional dispute amicably. The children learn about sharing and they show kindness to each other. For example, they happily respond to requests to pass a toy to a baby so that they can join in the activities. Children show that they feel secure in the childminder's care as they talk about what they are going to do for the rest of the day. They play an important role in deciding activities and the childminder values their opinions. Plans may change, for example at a request for a cooking activity in the afternoon. The children tell the childminder that they wish to finish their game with the dolls before they begin art activities. This shows how well children are developing their confidence and positive approach, which prepares them effectively for school life.

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The contribution of the early years provision to the well-being of children

Another area children play a role in is deciding about which healthy snacks to eat. They show a good awareness of the benefits of healthy choices as they state that 'Fruit gives us energy'. The children help the childminder to plan the coming week's menu for teatime meals, again making good choices for health. Children spend time outdoors on a daily basis, with walks and outings to parks. They receive positive messages about keeping active. Children show good levels of independence as they visit the bathroom, remembering to wash their hands to stay healthy. The childminder links closely with parents to address any specific health issues and she is attentive to the needs of individual children. Children play in a comfortable environment where they can access good quality resources. The childminder provides a wide range so that children of different ages can find things to interest them. One area not so well resourced is the low number of toys and

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The contribution of the early years provision to the well-being of children

activities to help children experience the diversity of the wider world. The childminder makes good use of her garden to stimulate children's learning. She encourages children to learn through using their senses, for example, by listening to wind chimes or watching a colourful windmill spinning.

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provision

The childminder has a positive attitude to her professional development. She uses evaluation of her practice to plan attendance at training courses, to develop her knowledge and skills. Some courses match specific areas of development, such as children's emotional well-being or outdoor play, to provide her with new ideas. The childminder has a competent understanding of the area of child protection. She accesses safeguarding training to keep up to date with this important area of her work. The childminder's policies and procedures include how to address welfare concerns and she shares this information with parents. The childminder is attentive to monitoring safety in the home so that children can play and rest in comfort. In preparing for outings, the childminder completes a risk assessment of venues to identify and minimise potential hazards. She raises children's awareness through road safety schemes and the sensible

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provision

use of bicycles. The childminder has a clean home with well-established routines for maintaining children's health. She takes on board advice from other professionals, such as environmental health, and she scores highly when they visit her home. The childminder demonstrates a good understanding of the safeguarding and welfare requirements.

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provision

The childminder builds effective partnerships with parents. Together they complete a detailed 'All about me' form that focuses well on individual areas of learning. This helps the childminder and parents discuss what the child is achieving and how best to support the next steps. The childminder has a good understanding of the learning and development requirements. She knows the needs of the individual children in her care and is attentive to them. Her lively interactions with the children help them to have fun in a safe and caring environment. Parents receive information about the children's activities through communication books or when looking at images on a digital photograph frame. The childminder uses laminated sheets to explain to parents how children learn through their play. A recent questionnaire to parents reveals some very positive responses and a high level of parental satisfaction. A typical quote praises the childminder for 'always

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provision

looking into new ways of interesting the children in new and educational activities.'

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provision

The childminder is taking steps to prepare written progress checks for two-year-olds. She is effective at helping children cope with new situations such as starting pre-school. Children accompany the childminder on visits to the local school and pre-school to become familiar with new environments. The childminder has well-established links with staff at different settings to act as a good communicator to parents. This is helping to meet children's needs consistently.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

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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Setting details

Unique reference number EY315114 Local authority Oxfordshire Inspection number 847514 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 16

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Telephone number

set out in the guidance ‘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.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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