Childminder in Oxfordshire

Inspection date

Previous inspection date 28/07/2014 25/03/2010

p.1

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

p.1

This provision is good

 Children are cared for in a nurturing environment. They have a good relationship with the childminder which helps promote independence and self-esteem that helps them feel valued and a sense of belonging.  The childminder makes safety a priority helping children understand how to keep themselves safe and healthy.  Children's communication and language is promoted very well. The childminder's positive interaction encourages young children's language development through a broad range of interesting and fun activities.  The childminder is an experienced childminder who is enthusiastic about childminding and continually reflects on her practice.

p.1

It is not yet outstanding because

 The childminder has not fully developed her arrangements for sharing information about learning experiences in the setting with parents to enable them to work together to support children's learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector and childminder observed the children at play discussing issues at appropriate times.

p.2

Inspection activities

 The inspector considered parents comments and views through their written feedback.

p.2

Inspection activities

 The inspector sampled policies, documents and records relating to the Early Years Foundation Stage and discussed children's development and observations.

p.2

Information about the setting

The childminder registered in 2009. She lives with her husband and two sons in Henley- on-Thames, Oxfordshire. The ground floor of the premises is used for childminding. There is an enclosed garden for outdoor play. The family has three dogs, tortoises and also keep fish. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is currently looking after five children, some part-time, who are within the early years age range.

p.3

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

 develop systems to share information with parents about learning experiences in the setting in order to provide a joint approach to children's learning.

p.3

who attend

Children are secure and happy in the childminder's home. They move around confidently choosing what they want to play with in the child friendly environment. Children keenly play with the activities that are of interest to them and hold their attention. As a result, children are excited and motivated and readily take part in activities. This helps them develop independence and decision making skills. This positive attitude to learning will give them a good start as they move on to the next stage in their education. Children make good progress towards the early learning goals. The childminder notes any areas where they are not progressing as swiftly and takes appropriate action to help children meet the expected developmental ranges for their age and stage of development. The childminder knows the children well and uses her knowledge, along with photographs and some written observations, to track and monitor children's development. This enables her

p.3

who attend

to provide detailed information as she completes the progress check for children aged two years. The childminder requests initial information from parents and provides them with ongoing feedback about their children. However, she does not have systems in place to regularly share information about learning experiences and activities the children receive when they are in her care. This means that parents are not always able to support children's learning at home through a joined up approach.

p.3

who attend

A strength of the childminder is her skill in promoting communication and language skills. She chats with the children and listens carefully to their responses in order to help develop conversation and vocabulary. For very young children she repeats words in simple sentences, such as 'lets shake the cloth out' and when children respond saying 'shake', she responds with 'yes, lets shake it out'. This helps them begin to recognise that words have meaning. She gathers information and seeks professional advice when necessary to promote language further, for example, for children who are learning English. The childminder knows the children well and treats them with equal concern. She promotes an inclusive environment and spends quality time with each child. She recognises that each child has a different learning pattern and works with their individual needs. For example, children who benefit from being active outdoors are given ample opportunities through

p.3

who attend

trips and outdoor play to extend their learning. Children's imagination and creativity is developed as they explore musical instruments. They enjoy sensory experiences as they play with 'foam' and watch it change colour as they add colouring to it. They use everyday technology to develop their future skills. For example, they switch on a torch and pretend it is a light at the front of a train. Children develop their problem-solving skills as they have access to construction toys and puzzles, count as they play with the pegs and begin to recognise number as they press the numbers on a calculator.

p.4

who attend

The childminder helps children begin to recognise letters as they make a glitter picture of the first letter of their name. A broad range of posters around the home further enhance children's word recognition. Children are unaware that the childminder's discreet support is successfully taking their learning forward. For example, she lets them explore the toys and resources independently while being close by to offer support and suggestions when required. Books are readily available and children enjoy a quiet time as they sit with the childminder in a cosy corner where a range of books are easily accessible. The childminder follows children's interests and is flexible in her planning. For example, the local regatta provided a range of activities as children visited the river, looked at the boats and talked about races and what they had seen. This helps extend their understanding of the local area and the community in which they live. Children become proficient and develop their

p.4

who attend

control and coordination as they use tools, such as glue sticks, that are available for children to use when they wish. A range of equipment indoors and outdoors, such as sit on toys, balls, slides and material to build dens helps promote their physical skills further. Children find out about the wider world as they begin to recognise similarities and differences. They celebrate different cultural celebrations, see books and posters in other languages and play with multicultural resources in the home.

p.4

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

The childminder provides a nurturing environment for children and makes them and their families welcome. She takes time to talk to parents initially. This helps ensure she knows the children and their families well and is able to meet their needs as soon as they start in her care. Children confidently move around the homely surroundings as they build secure trusting relationships with the childminder. Children socialise in the childminders home and at groups and pre-schools they attend. They enjoy each others company and become excited when they think a playmate is arriving. Consequently, children develop personal, emotional and social skills that will provide a good basis for their future relationships. Children independently make choices from the age-appropriate resources and activities on offer and are secure in their daily routines. This helps give them confidence that promotes their self esteem and curiosity. Planned activities underpin children's knowledge of the

p.4

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

local and wider world. For example, they regularly walk in the area, go to the library and travel by train to nearby towns or to London.

p.4

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

The homely environment promotes a social occasion with children and childminder chatting as they enjoy their snack. Young children are encouraged to have frequent drinks as the childminder explains age appropriately that we need drinks when it is hot. This helps children begin to recognise their bodies needs and promotes a healthy lifestyle. The childminder promotes good hygiene practices. For example, she provides individual hand towels, which helps to prevent cross infection. She has an exclusion policy that states when children must not attend and information on serious illnesses that she shares with parents. These positive steps help protect children's wellbeing and welfare. There are ample opportunities for fresh air and exercise as the children use a range of equipment indoors and outdoors each day. A daily dance session, play in the garden and trips to local parks help to develop their physical skills further. Children learn how to keep themselves

p.5

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

safe as they talk about hazards, such as road safety, being safe on the train station platform and practising evacuation from the home. The childminder completes visual and written risk assessments that identify and help minimise hazards. As a result, children play in a safe and healthy environment.

p.5

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

There are simple house rules that children understand and follow as a matter of routine. For example, although the childminder erects a barrier to prevent children accessing the greenhouse, even very young children know they must not play nearby. Children behave well and the childminder has clear expectations of behaviour from them. For example, she encourages good manners and explains the consequences of unacceptable behaviour, such as throwing a toy. As a result children quickly begin to understand what is acceptable. The positive role model the childminder provides along with the frequent praise she offers has a successful impact on children's behaviour.

p.5

provision

Parents are given all the information about the childminders policies and procedures at initial visits. This helps ensure they have clear expectations of her practice. This information includes a written safeguarding policy and complaint procedure. The childminder fully understands her responsibility to protect children at all times. She has procedures in place to guide her if she has concerns about a child and states she would not hesitate to follow them to help protect the children in her care. Detailed children's records and all required parental consents are in place and stored confidentially.

p.5

provision

The childminder has a positive relationship with parents. They have daily verbal chats to share information about children's welfare and progress and often see photographs of their children at play. Parents are able to talk to the childminder anytime. Parents written comments state that the children receive high levels of care in a loving and caring environment. Other comments include 'children look forward to going to the childminder's and 'the childminder uses as many opportunities as she can to teach the children'. The childminder has good links with school staff at the pre-schools the children attend and often follows their topics at home to provide continuity and consistency. The childminder is an experienced childminder who provides a good standard of care for the children she minds. She reflects on her practice, takes advice from advisers at the local children's centre and receives information and updates from publications to which

p.5

provision

she subscribes. She welcomes suggestions from parents, although she has not yet put into practice their request for more information on activities. She has an extremely good knowledge of the children and is reviewing her observation and assessment systems to provide more frequently written records of their progress. This demonstrates commitment to continually seeking to improve the outcomes for all children.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY396945 Local authority Oxfordshire Inspection number 816087 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10