Childminder in Oxfordshire

Inspection date

Previous inspection date 08/05/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 builds secure relationships with the children. As a result, they are happy and confident in her care.  The childminder notices children's achievements and plans activities which successfully support their development.  The childminder organises her home well and provides good quality resources.  The childminder has taken positive steps to minimise potential hazards to keep children safe.

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It is not yet outstanding because

 Strategies to involve parents further in contributing to their children's learning journals and supporting their children at home are still in their early stages.  There are few pictures, words and numbers around the home, in easy sight of the children, to support children in making links in their learning about the wider world and develop a familiarity with print.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 the childminder playing with the children in her home and garden.  The inspector talked with the childminder about her practice.

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Inspection activities

 The inspector sampled her documents including her safety check sheets, self- evaluation document, children's records and policies.

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Inspection activities

 The inspector took into account parents' views from a recently completed questionnaire.

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Information about the setting

The childminder registered in 2012 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder lives with her partner and two children. The whole of the house is available for childminding. Children mainly use the sitting room, playroom, open-plan kitchen and dining room and downstairs bathroom facilities. Two upstairs bedrooms are available for sleeping. There is an enclosed rear garden with grass and patio areas for outside play. The family has a dog and some rabbits as pets. The childminder offers full-time and part-time care all year round and before and after school care during school term times. She is currently caring for two children in the early years age range on a part-time basis.

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

 develop systems to involve parents in contributing to their children's learning journals and supporting their children at home

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

 enhance the learning environment by providing a wide range of pictures and print to support children in making links in their learning about the wider world and develop a familiarity with letters and numbers.

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who attend

The childminder has a secure knowledge of the seven areas of learning and how children learn, and has appropriate expectations of the children. She clearly understands that children learn through play and the importance of actively supporting this play. As a result the children make good progress with their learning and development overall. She plans activities for children which she links to their current stage of development. For example, she introduces a craft activity for young toddlers where they can explore a range of different textures, which builds on their exploration of various textures in the world around them.

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who attend

The childminder is flexible in her approach to activities and follows the children's lead when they play in the garden. Children gain confidence climbing the slide, asking for support when they feel they need it. Children explore their environment and repeatedly climb in and out of the empty rabbit enclosure and open and close the door. Children sit and snuggle on the childminder's lap when they wake from a sleep. They look at a book together, and they talk about the different sounds the animals make. The childminder appropriately fosters children's language development as she spends time listening carefully and speaking clearly to them. The childminder sings songs to them and they imitate the actions, showing familiarity and enjoyment. Children learn to understand number when the childminder counts as she builds a tower of bricks. The children engage well with the activities because the childminder makes their time with her and their

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who attend

learning fun. They topple backwards, and then repeat this discovering what their body can do. She uses signs with the children as another means of communication, building on actions they have learnt at home.

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who attend

The childminder keeps parents well informed of their children's progress. They have daily discussions and share their child's developmental record book, which the childminder illustrates with photographs and examples of children's activities. The childminder is aware of the need to review children's progress between two and three years and her system of observing and assessing children supports this well.

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who attend

The childminder offers parents suggestions to promote communication development, such as songs which children hear when they are with the childminder. However, the childminder does not encourage parents to routinely share and support their children's development across all area of learning at home. For example, by expanding on children's interests and providing activities to challenge and develop their ideas.

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

Positive and caring relationships established with the children means children are emotionally secure, behave well and are confident to play happily. The childminder talks with parents to get useful background information from parents when children start with her. This means that she understands their welfare needs clearly and can maintain routines. The children are friendly and learn to play well together. The childminder gently encourages children to share and take turns to help them develop their social skills. She helps children prepare well for their future learning as they become confident with different situations when they try new activities and visit local toddler sessions.

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

The childminder builds children's understanding of safety well. She has assessed the risks in her home and on outings. As a result she has stair gates in place and she ensures that children are strapped into their high chairs. The home has been organised effectively to stimulate children's learning in all seven areas. Toys are accessible to children in the lounge and they develop independence, choosing what they want to play with. Children look at books with the childminder but there are few pictures, words and numbers placed at child-height around the home. This means children do not have many opportunities to experiences a wide range of examples of letters and numbers. Also children do not have pictures of people, places or objects which they can link to other aspects of their lives.

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

The childminder effectively promotes children's healthy lifestyles. Children play in a clean environment and the childminder cleans the young children's hands before they eat. She support's children's growing independence by encouraging young children to make choices and to feed themselves. They enjoy daily fresh air and exercise either in the garden or the park where they can run more freely. Children's physical and emotional needs are well met as the childminder recognises when they need a cuddle or are becoming tired.

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provision

The childminder has a strong commitment to promoting the learning and development requirements. She has developed a clear set of policies and procedures that reflect the requirements of the Early Years Foundation Stage well. She shares these with parents so that they are informed about the care their children will receive.

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provision

The childminder clearly understands her role in child protection which means children are kept safe and their well-being is promoted. She has clear safeguarding referral details in place to use if she has concerns about a child in her care. This means she is able to take prompt and appropriate action in the event of a concern about children's welfare. The childminder provides appropriate care to children if they have an accident, as the childminder has attended an appropriate paediatric first aid course.

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provision

The childminder expects high standards of herself and demonstrates enthusiasm for ensuring the provision for children continues to improve. She has a good understanding of her strengths and areas to develop because she is reflective about her practice. The childminder has established good relationships with other professionals and they share their knowledge of ideas and good practice. For example, she receives support from the local authority's early years team and they discuss the areas in which she can make improvements to enhance the quality of the provision for the children in her care. She takes appropriate action, such as by introducing a broader range of activities. She has attended several short courses since her registration and has identified additional training to continue her development. This is a positive step to carry on extending her knowledge of children's learning and demonstrates she has a good capacity for making ongoing

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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 action. 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 EY452340 Local authority Wiltshire Inspection number 890000 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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Telephone number

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.

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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, which are usually the childminder’s 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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