Childminder in Oxfordshire

Inspection date

Previous inspection date 14/05/2013 18/11/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 provides a welcoming family home where children are progressing well and developing independence and confidence.  Children receive positive messages about how to stay healthy. They learn where healthy foods come from and spend time in energetic play outdoors.  The childminder creates a well-planned programme of stimulating activities across most areas of learning. Children are developing positive attitudes to learning since the childminder makes activities fun.  The childminder builds effective partnerships with parents. Some families remain with her over many years since they recognise her good quality of care and dependability.  The childminder uses a wide range of methods to evaluate her practice. She demonstrates an encouraging attitude to making improvements and studying for higher level qualifications.

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It is not yet outstanding because

 Although children take part in some activities that promote early mathematics, the range does not cover all aspects of this area of learning thoroughly.

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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 activities in the lounge and dining room.  The inspector had a short visit outdoors to see the garden.  The inspector read letters and emails from parents.

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Inspection activities

 The inspector sampled a wide range of documentation including the children's records, risk assessments and safeguarding procedures.

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Information about the setting

The childminder registered in 2006. She lives with her husband and two school age children in Didcot, Oxfordshire. The home is within easy travelling distance of local schools and nurseries. The whole of the ground floor of the home is used for childminding and there is an enclosed garden for outdoor play. The family has one cat. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder currently cares for four children in the early years age range and 12 older children over the week. The childminder has a level 3 qualification in Early Learning and Childcare.

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

 extend the range of activities to encourage children to explore concepts like quantity and volume to build up their understanding of space, shape and measure.

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who attend

Children show interest in the stimulating range of resources they can access independently. They move between activities and receive good support from the childminder. Children are developing a good attitude to learning through their play since the childminder's lively interaction makes learning fun. This is helping establish firm foundations for children's future education. When children start at pre-school or school the childminder helps prepare them for change. She uses her strong local links, for example, to accompany the children on visits to new settings to help their confidence.

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who attend

Children use their imagination well as they play with toys. They pretend to cook food in the play kitchen and the childminder involves herself in their play. This helps sustain concentration at one activity. Children ask to draw pictures and show encouraging skills at using felt pens with control at an early age. The childminder acts as a good role model as she writes the children's names on pictures so they can see examples of writing. Children explore materials as they play sponge painting or handle different textures in a wicker basket. They enjoy tickling each other under the chin with a soft brush. Children are starting to learn about numbers and they talk about the days of the week as they look at a children's calendar together. Some practical activities, such as baking, introduce children to concepts like weight. However, there are not many activities, such as using different sized containers, for children to explore quantity and volume for themselves.

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who attend

Overall, children are progressing well across different areas of development. The childminder regularly monitors their progress and is aware of their current interests. For example, parents comment that the childminder supports their child's interest in creative activities. The childminder summarises children's development so that she can prepare progress checks for two-year-olds. She shares this information with parents and staff at pre-schools children attend. This provides good continuity in children's care and education and helps identify gaps in progress.

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who attend

There is a good emphasis on developing children's language. The childminder uses different types of communication, for example sign language or actions to accompany songs. Children hear clearly spoken words and repeat what the childminder says as they build up their vocabulary. This helps reinforce new words and develops children's interests. The childminder is good at making links in children's learning. A recent topic around growing, for example, encompasses popular stories, gardening and art activities. Children are keen to explore simple technology as they work out how to operate toys to make sounds. They concentrate and repeat careful actions until they master new skills. The childminder keeps models children are making out of recycled materials so that they can work on projects at their own pace. They also learn about using resources sensibly, as they help fill the recycling bin with garden waste.

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

Children move confidently between rooms, demonstrating how confident and secure they feel in the childminder's home. They play in clean and comfortable areas that the childminder organises well. Children see many colourful displays and reach for toys from low-level toy baskets. A large photograph album is a popular book for children to recall enjoyable shared events. The childminder is thoughtful in the way she presents her good range of resources. She places books, for example, so that the attractive front covers tempt children's interest. Children select puzzles stored in clear plastic wallets, again tempted by the attractive display.

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

The childminder demonstrates a caring attitude to children, offering plenty of praise and reassurance. Children are developing good self-esteem since their actions receive claps and cheers. They are learning, through gentle guidance from the childminder, how to behave well. Young children cooperate as they help the childminder put toys away in the correct place. The childminder helps children learn about cultures and faiths different to their own. Children play with puzzles and toy figures that show them positive images of disability so that they learn about differences. Children are gaining important skills in showing respect to others for their future social development.

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

Children play in a safe environment and they are learning how to keep healthy. They happily choose from a selection of fresh fruits at snack time and sit sensibly to refresh their energy levels. Children show kindness to each other as they pass cups to their friends. The childminder provides a nutritious range of meals to children through the day, including a hot teatime meal for after school. She refreshes her food hygiene training regularly to help protect children's health and promotes topics such as dental hygiene to families. Children receive positive messages from the childminder about following a healthy lifestyle. There are frequent outings in the fresh air, with visits to local parks to use challenging equipment. The childminder makes effective use of community facilities, for example by accessing the local Forest School. This provides children with enjoyable experiences in natural woodlands. Children also play regularly in the childminder's safely

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

enclosed back garden. Toddlers can crawl in comfort towards small slides since the childminder covers loose pebbles with soft matting. Children help plant and care for vegetables, learning where healthy foods come from.

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provision

The childminder demonstrates a positive attitude to improving her practice. She keenly addresses actions and recommendations from previous inspections to develop her provision. The childminder has a good understanding of the safeguarding and welfare requirements. She carries out thorough risk assessments of her home and takes sensible precautions to reduce hazards to children. Fire evacuation practices involve the children role-playing different scenarios so they learn to think about keeping safe. The attention to detail around risk assessment also covers outings, demonstrating the childminder's thoroughness. She attends regular training in safeguarding so that she is confident about procedures if she has concerns for a child. The childminder maintains good hygiene standards, for example when changing nappies, in order to protect children's health. She seeks out information from the Health Protection Agency to advise parents on common

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provision

The childminder uses a range of successful methods to reflect on her work. She seeks out feedback from parents with regular questionnaires and discussions. After completing observations of an activity the childminder evaluates what she needs to do next to help children make progress. She demonstrates an increasingly good understanding of the learning and development requirements. Through completing training courses, the childminder shows her commitment to improving her professional skills. She readily acknowledges how this is helping her to understand how children learn through their play. This brings positive benefits to the children since the childminder monitors their development to identify any gaps in their learning.

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provision

The childminder builds up good working partnerships with other professionals caring for children. She uses her well-established links with a local school and pre-school to support children's care and education. The childminder is aware, from newsletters and emails, what the children are learning in different places. She uses this to follow up on topics, for example by reinforcing messages on road safety. Parents provide positive feedback about the childminder's services. Many comment on the good feedback she provides about their children's day, describing her as a 'very good communicator'. New families complete a detailed form about their child so that the childminder has a good understanding of their needs. The childminder completes daily notes of children's routines, if parents wish to have this information in writing. This complements the time she spends in discussions as parents drop off or collect children. Parents praise the

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provision

childminder for her thoughtful attention in meeting children's needs. For example, she ensures all children can take part in baking activities, purchasing gluten free flour to protect against allergic reactions.

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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 EY333146 Local authority Oxfordshire Inspection number 815129 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 16

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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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