Setting EY456360

Inspection date

Previous inspection date 01/07/2013 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

 Children make good progress in their communication skills as the provider skilfully supports children to develop their speech and understanding of language.  Children benefit from a warm welcoming and stimulating home environment.  Children benefit from warm positive relationships with the childminder.  Children enjoy a broad range of play experiences and activities that promote their learning and development effectively.  The childminder has an effective understanding of children's individual needs.

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It is not yet outstanding because

 Although the childminder provides a good range of high quality books the children do not have easy access to them in their play to stimulate their interest in words and pictures.  There are limited opportunities for parents to contribute to their children's learning and development records to support planning and extend learning at home.

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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 children's activities and play experiences.  The inspector viewed the areas of the home used for childminding.

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Inspection activities

 The inspector asked the childminder questions about her practice and understanding of the Early Years Foundation Stage.

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Inspection activities

 The inspector viewed the childminder's paperwork, including written policies and children's records of progress.

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Inspection activities

 The inspector talked to the parent of the minded children about their views and opinions of the childminder.

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Information about the setting

The childminder registered in 2012 and is registered on the Early Years Register and compulsory and voluntary parts of the Childcare Register. She lives with her husband and two young children in a house in Didcot, Oxfordshire. Children have use of three main rooms for play, including a designated playroom. Toilet facilities are accessed on the ground floor. There is an enclosed garden for outdoor play. The location is within easy access to parks, and large open communal spaces.

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

 ensure that there are regular opportunities to share the learning and development records with parents to enable them to contribute to them

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

 provide a selection of books in the main play room and outdoors so that children can self-select to enhance their play and learning.

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who attend

The childminder has a perceptive understanding of the needs of children and how children learn best through play. This knowledge enables children to make good progress in the prime and specific areas of learning. The childminder supports the area of communication and language particularly well. When playing with the children she makes good eye contact and she helps children put more than one word together. She repeats new words in play and she thoughtfully provides choices of objects so children can express their choices. This skilfully encourages children to make the transition from non-verbal to verbal stages of communication.

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who attend

A range of good quality toys and resources are on offer each session, which are inviting and interesting. Children are able to select many toys for themselves. They benefit from this by showing curiosity, seeking challenge and keeping a focus. When children enjoy sensory activities such as play dough they concentrate as they roll out the dough, explore shape cutters and cause and effect when they use the play dough extruders. The Childminder supports children's curiosity and own ideas through sensitive and appropriate interventions. For example, children are encouraged to explore snails they have found. This enables the childminder to extend children's learning at the right time. During play, the childminder is good at promoting mathematics as she uses words describing shape and colour.

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who attend

Children are supported to make sense of the world around them. They notice and talk about their environment, for example, exploring how slates make marks against bricks. The childminder takes children on regular outings to parks, shops, farms, toddler groups and a local arboretum to help them explore their community. The childminder also uses groups to extend the range of physical and creative play activities that she offers at home. Children enjoy using simple technology as they press buttons to make musical sounds. They explore using their senses as they shake toys to make different sounds, and handle a wide variety of textures. The childminder offers a story time every day to children and she recognises the importance of encouraging early literacy. However, at present, the books are not within easy reach of the children to extend this specific area of learning. The childminder frequently sings with the children, often during routine tasks, to make learning

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who attend

The childminder has an effective understanding of children's progress. She undertakes regular observations and uses these well to identify children's next steps in learning accurately. The childminder undertakes written journals of children's progress including summaries. However, these records are not yet being shared with parents This means there are missed opportunities to promote continuity in children's on-going learning. In daily exchanges of information, the childminder informs parents of children's learning and activities during the day and informs them about next steps of learning. These informal discussions contribute to a strong awareness of the individual needs of each child in her care. The childminder has worked to ensure her planning is more specific to each child. She is building a good variety of systems to help her support children's learning and development. This begins with a detailed sharing about what children can do when they

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who attend

start in her care. Parents receive encouragement to contribute to children's experience via a shared notebook. The childminder is aware of the need to provide two-year-old assessments for the young children in her care.

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

Children show they feel confident and secure with the childminder as they settle easily when dropped off, and they play happily. The childminder forms very positive, warm and caring relationships with children. Children snuggle in to have a cuddle and respond positively to the childminder's interactions and sensitive care. Children are happy, content and settled in the childminder's care. They form good relationships with each other, for example, older children give the baby toys and hug them when they are upset. The childminder treats children fairly and with equal concern. She promotes fairness between the children. For example, she promotes sharing and turn taking with a toy between her own older child and the minded child. This provides good foundations for children's future behaviour expectations and progress in learning.

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

The childminder takes children out for regular walks in the pushchair. This enables children to benefit from fresh air and to observe the world around them. She provides a travel cot for younger children to sleep comfortably. The childminder makes care practice times warm with positive encouragement and praise. She talks to children whilst they are eating and interprets younger children's speech. This encourages children to enjoy their food. The childminder offers children regular drinks of water. As children express their preferences she supports this with warm praise and encouragement. This promotes children's early independent skills effectively. Children benefit from plenty of age and developmentally appropriate resources. These are clean and maintained well. Photos of children who attend the setting are up on the wall and this promotes children's good sense of belonging. The environment is welcoming and child orientated.

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provision

The childminder has an effective understanding of her responsibilities to meet the Early Years Foundation Stage requirements. She takes strong steps to implement these successfully with effective practices, such as written policies to share with parents. The childminder consistently monitors the learning and development experiences and activities she provides to children. This means she has a good understanding of the impact these have on children's progress. The childminder promotes children's safety strongly. She undertakes effective risk assessments that clearly identify potential dangers, and the actions she takes to minimise these. The childminder demonstrates a good understanding of her responsibilities to safeguard children's welfare. She understands the procedures to follow in the event of concerns about children's welfare arising. The childminder has strong partnerships with parents. She works closely with them. This enables her to

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provision

develop a thorough understanding of children's individual needs. Parents receive effective information about their children, including daily written diaries.

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provision

The childminder provides good information about her service, such as written policies. Parents are able to provide their views and opinions freely to the childminder. The childminder takes account of their wishes effectively. The childminder identifies the strengths of her childminding service well. She takes good steps to improve her practice through further training to develop her knowledge and understanding. This benefits the minded children and families.

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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 EY456360 Local authority Oxfordshire Inspection number 900181 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 1

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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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