Childminder in Oxfordshire

Inspection date

Previous inspection date 09/07/2014 27/09/2010

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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 has a good understanding of safeguarding and child protection, which enables her to protect children and keep them safe from harm.  Children make good progress in their learning as the childminder provides well-planned and stimulating activities that meet each child's individual needs.  Children have strong bonds with the childminder who offers them good emotional support.  Children are well behaved as the childminder encourages good behaviour through praise and reinforcement of good choices.  The childminder has close working relationships with the children's parents, which ensure children are confident and secure in her home.

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It is not yet outstanding because

 There is scope for the childminder to strengthen partnerships with schools and other childcare providers, to ensure information about children is shared and to build continuity of care and learning experiences.  There is scope for the childminder to develop her reflective practices, to ensure her provision is striving to achieve ambitious targets.

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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 at play, indoors and outside, and the childminder's interactions with them.

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Inspection activities

 The inspector sampled documents including policies, registers and records of children's learning.  The inspector held discussions with the childminder.  The inspector had a tour of the premises and looked at resources and toys.

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Inspection activities

 The inspector took account of the views of parents, expressed in parent questionnaires.

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Information about the setting

The childminder was registered in 2008. She lives in Bicester with her partner and three children aged 17, nine and five. The whole of the childminder's house is available for childminding. There is a fully enclosed garden available for outdoor play. Access to the provision includes a small step into the house. The family has some fish in an indoor tank. The childminder offers care on a daily basis, before and after school, and during school holidays. She walks or drives to local schools to take and collect children. The childminder is currently minding three children in the early years age range on a part-time basis. She is also registered on the compulsory and voluntary parts of the Childcare Register to care for children over five years. She currently has three children on roll in this age range.

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

 develop further reflective practice and self-evaluation, to inform priorities and to set challenging targets for improvement

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

 develop partnerships with all early years settings which children attend, to complement the learning that takes place across all areas of children's lives.

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who attend

Children are happy and enjoy the time they spend with the childminder. They participate in a range of well-planned activities, which enables them to explore all seven areas of learning and make good progress. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage and takes into account the different ways children learn. She teaches through structured, well- planned sessions, as well as through allowing children time to interact with the environment and to initiate their own learning. For example, children look at a weather chart and then go outside to check the weather conditions before deciding which symbols should be placed under the date. They choose clouds and the sun for the chart, saying 'windy' and 'sunny', thereby demonstrating their increasing vocabulary. The childminder's home creates a good learning environment, which encourages children to be independent

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who attend

and to explore their own interests. Children can explore in the well-maintained garden, riding scooters on the path and drawing shapes on the easel with chalk.

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who attend

Children's language skills are developing well. Children look at the childminder's face when she speaks and copy the words she says. The childminder takes opportunities to model extended sentences, demonstrating a good understanding of how children acquire and develop language. For example, when she asks 'What was the weather like yesterday?' children respond with, 'Raining'. The childminder confirms the answer and extends it, saying, 'Yes, it was raining yesterday.' This allows the children to hear correct sentences, which enhances their vocabulary and understanding of spoken English.

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who attend

The childminder regularly observes children in their play and uses her knowledge of children's progress to plan activities. Children's individual needs are met through clearly identified next steps, which are recorded in learning diaries and shared with parents. The childminder plans for all areas of learning, taking close account of the ages and abilities of the children she cares for. The robust process of observation, assessment and planning helps the childminder to identify when children need additional support and she regularly spends time with children on a one-to-one basis, to help them achieve their targets. Open communication with parents allows for information about a child's progress to be shared, which ensures children's emotional, learning and developmental needs are well met.

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who attend

The childminder has close relationships with the parents, who feel their children are well cared for. She communicates with parents in a variety of ways including daily conversations, questionnaires and six-monthly meetings, at which the childminder and parents discuss children's progress as indicated in their comprehensive and detailed learning journeys. This open communication ensures children's needs are quickly met. Parents' written feedback about the childminder describes her as 'incredible' and they say that children 'feel like part of the extended family.'

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

The children are happy and have close and secure attachments to the childminder, who is caring and affectionate towards them. Children often move to the childminder for cuddles and to share experiences with her. The childminder knows the children very well and anticipates their needs ahead of time; for example she knows when a child needs support climbing a ladder and when to let them have a go themselves. This encourages children's independence and enhances their confidence. Children settle quickly with the childminder as she ensures the families feel happy and comfortable in her home before they leave their child with her. The childminder follows home routines with regards to sleep and rest times, which helps children to feel secure with the routine in her home.

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

The behaviour of the children is excellent and the childminder constantly reinforces the children's good choices with praise. The childminder is a positive role model and leads by example, saying 'please' and 'thank you' as she interacts with children. The childminder interacts with children in a calm and reassuring way, giving them full attention as they speak and communicate with her; this makes them feel important and develops their self- esteem. As a result of their sense of security and belonging in the childminder's home, children participate actively and enthusiastically in activities and make full use of the environment, confident to explore and try new activities. In response to the clear boundaries and the nurturing example set by the childminder, children get on with each other extremely well, playing together and sharing experiences. For example, children in the cubby house whisper and giggle together as they share jokes. They know to take

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

turns as each child fires the foot pump rocket into the air, helping each other set up the activity.

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

The childminder encourages healthy living by providing healthy snacks such as mixed fruit and juice. The children are able to identify the food as being healthy, saying, 'It makes me strong.' Children enjoy nutritious meals cooked by the childminder as part of a seasonal menu, and parents are able to provide healthy lunchboxes if they prefer. Children learn good hygiene routines by washing their hands before eating, and confidently say they wash their hands 'because there are germs and we need to get them off.' Children have daily opportunities to develop their physical skills in the garden and on the large green in front of the house. They negotiate the small ladder to access the raised cubby house and delight in dancing to music and singing action songs such as 'The Wheels on the Bus'. These activities allow children to develop physical strength and balance, and ensure they are active and healthy.

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

Children's understanding of safety is promoted throughout the day. For example, they are encouraged to use the stairs independently and the childminder follows closely behind, reminding them to go slowly. This allows children to develop an awareness of their own limits in a safe and controlled environment.

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provision

The childminder has a good understanding of her legal responsibilities to implement the welfare requirements of the Early Years Foundation Stage, thereby ensuring children are safe and secure in her care. She understands what to do if she has concerns about a child's welfare. In addition, she carries out regular risk assessments on the premises and equipment the children use, as well as on outings, ensuring children can play safely in a suitable environment. All adults living on the premises are vetted for their suitability to be in contact with children. The childminder has implemented a good range of policies and procedures to keep children safe, such as ensuring visitors are not left alone with children and adopting a clear policy on the use of mobile phones and cameras in her home.

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provision

The childminder is very well organised and her house is presented to a very high standard, creating a welcoming environment for children to play and learn. She makes good use of the available space in her home and toys are stored neatly, but still with easy access for the children. The childminder uses her good knowledge of the learning and development requirements to ensure that she covers all areas of learning comprehensively and meets the needs of all children. She has some systems in place for reviewing and evaluating her provision, such as the regular use of parent questionnaires, and she can talk through training she aspires to attend; however this evaluation is not being fully used to set challenging plans for the future.

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provision

The childminder has close and supportive relationships with parents and works closely with other childminders; however, links with the local schools and nurseries children attend are less well developed. This means opportunities to share information and to complement the learning that takes place in other settings are not maximised. The childminder is aware of the importance of working collaboratively with other professionals to support children's development.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY383534 Local authority Oxfordshire Inspection number 815836 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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

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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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