Childminder in Oxfordshire

Inspection date

Previous inspection date 28/07/2014 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 knows and teaches each child well. Therefore, children make good progress in their learning and development in relation to their starting points.  Children develop a secure attachment to the childminder and greatly enjoy her positive interaction in their self-chosen play. This enhances their enjoyment of activities, as she makes suggestions to extend favourite activities and provides plenty of praise and encouragement.  The childminder increases young children's communication skills and imagination as she provides a running commentary about what they are doing, and uses signing.  Extensive, two-way communication with parents ensures children receive consistency in their care.

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It is not yet outstanding because

 The childminder does not fully encourage children to become aware of foods that are not healthy and the effect these can have on their body through discussions.

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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 compulsory part 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 as they played inside and outdoors.  The inspector spoke to the childminder and children as appropriate.

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Inspection activities

 The inspector sampled a range of documentation including suitability checks, qualifications, safeguarding policies and procedures, risk assessments and children's learning records.

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Inspection activities

 The inspector spoke to parents to gather their views and took account of written views.

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Information about the setting

The childminder was registered in 2014. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.She works with her daughter who is also a registered childminder. The childminder lives with her husband and two grown up children in Kidlington, Oxfordshire. The downstairs area of the childminder's home is used for childminding. There is an enclosed garden for outdoor play. The family have a pet dog. Local facilities are within walking/short driving distance, such as, parks, schools and shops. The childminder is able to take and collect children from local schools and pre-schools. The childminder co-child minds with her daughter. Currently, there are 11 children on roll who are in the early years age range including two school-aged children.

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

 support children in developing an understanding of the importance of making healthy choices in relation to food through discussion so they become aware of foods that are not healthy.

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who attend

Children make good progress in their learning and development during their time with the childminder. She establishes their starting points through effective settling-in procedures, which includes detailed discussions with parents around children's milestones. This helps her swiftly establish children's needs and helps her plan to meet them. The childminder carries out sensitive observations on children's play, which she records in a learning journal for each child. This supports her to identify children's next steps and create well targeted plans for activities and experiences which enhance the progress children make. She also bases her planning on parents' current views and on children's interests to focus on what each child needs to learn next. This ensures planning is responsive to children's ongoing experiences. For example, children who have gone to a storytelling festival recreate the experience as they set up a festival cafe.

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who attend

The childminder has many years experience in early years care. As a result of her experience, she skilfully uses opportunities to extend children's learning with highly effective interaction. For example, as young children chase bubbles in the garden, the childminder sings a bubble song, and then encourages them to experiment how they can make bubbles in a water tray. The childminder knows each child well and teaches them with considerable expertise. She plays alongside them and sensitively encourages them to be actively involved. For example, during an activity involving water play, the childminder gains children's attention by encouraging them to investigate and draw on their natural curiosity as she introduces wind-up toys. The childminder motivates children successfully to try things for themselves. For example, older children experiment with ways of playing a card game so that younger children with limited understanding can join in.

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who attend

Children benefit from activities which address all areas of learning for children. The children are developing their communication and language skills well. The childminder talks constantly to them about what they are doing and asks questions to help children think further. The childminder plays with sounds and words, which supports both older and younger children to understand language. For example, the childminder makes up a pun with older children and sings key words for younger children. Children thrive in the particularly well-resourced outdoor area. The childminder gives children space and time to master new physical skills, for example as they learn to run and hop. Children enjoy outings around the local area where they explore the world around them; for example, they visit book shops and the local palace and farm parks. There are many opportunities for children to explore cause and effect. For example, children use and

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who attend

enjoy homemade pulleys and guttering pipe system and the battery powered toys.

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who attend

Children are developing their personal, social and emotional skills well. The childminder reminds them to share and take turns as they play. She makes sure they have enough resources for one each, so when one child asks to fill their bucket with water, the others can join in. The childminder gives them a bucket each.

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who attend

The childminder is effective in promoting children's literacy skills, as she reads children their chosen books. For example, she gives the children time to fill in the gaps in sentences and point out their favourite pictures on the pages. Older children are supported to read and write and complete their homework. The childminder introduces mathematical language through every day routines such as, counting their feet and hands during nappy time. Children learn to problem solve through targeted questioning. For example, the childminder helps older children calculate who the eldest is in months. Therefore, children are prepared well for their next stages in learning.

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who attend

The childminder discusses details of children's achievements with parents on a daily basis. The use of a daily diary and a learning journal helps to ensure that she keeps parents well informed of their children's progress and experiences. This also encourages parents to support and share information about their children's learning and development at home as they write responses back to the childminder and her co-childminder.

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

Children have formed significant bonds and attachments to both the childminder and her co- childminder. This extends to their families, as the childminder and her co-childminder have established close relationships with them. Consequently, the childminder meets children's individual needs consistently. These quality relationships with parents are established from the start. Parents complete the All about me form to detail aspects of their child's needs, interests and routines. Children benefit from flexible settling-in visits to get to know the childminder, her co-childminder and the other children. The childminder and her co-childminder have professional systems in place to support the communication with parents. For example, parent's comment in daily diary books to advise the childminder of any changes or important information such as, children who have been ill. Through her extremely kind, considerate manner, the childminder fosters children's

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

positive behaviour. Children share readily, and include each other in their play. Parents report that older children have developed a responsible concern and care for younger children while in her care.

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

Children are beginning to learn about healthy lifestyles. They are encouraged to wash their hands before eating and after using the toilet. Children use disposable hand towels, which helps to prevent the spread of infection. Parents provide meals for their children and snacks. Children learn good table manners as the childminder sits with them at the table as they eat, this encourages children to sit and eat well. However, the childminder does not always support children to explore healthy eating during their meal times. The childminder is able to adapt routines to meet children's individual needs, so when a young child sits at the table and turns and watches the childminder, she recognises they are hungry and prepares lunch early.

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

The childminder provides a safe risk-assessed environment, where children have the freedom to safely explore and play. She enhances older children's safety and well-being by helping them learn to keep themselves safe and recognises potential dangers. For example, teaching them to cross roads safety on daily walks. Children ask to apply sun cream before outdoor play to protect their skin from the sun. Therefore, children develop understanding of their own personal safety highly effectively. The childminder encourages children to take small risks such as, balancing on wooden planks in the garden. She enhances risk taking opportunities by taking children to parks regularly for more challenging opportunities such as, large climbing apparatus. Children benefit from visits to children's center group activities where young children experience sitting and talking in a group and sharing with more children. This supports children to develop the necessary

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

skills to help prepare them for their next stage in learning in group care, such as pre- school or school.

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provision

The childminder is very experienced and qualified and shows this in her effective practice and understanding of the requirements of the Early Years Foundation Stage. She demonstrates this in comprehensive systems, which ensure the safety of children in her care and the monitoring of her planning. The childminder has a clear understanding about the procedures to follow should she have any concerns about children in her care. She keeps detailed records of any accidents that children may have in her setting and any medication she administers to them. She obtains all the necessary written parental permissions to support her with this. She reviews detailed risk assessments to keep children safe in her home and when on outings around the local area. The childminder ensures the home is secure and supervises children well when they are in her home or play in the garden and on outings.

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provision

The childminder and her co-childminder work well together. They demonstrate a very clear commitment and genuine enthusiasm for their roles and responsibilities in promoting children's learning and development. They evaluate and reflect on their practice to identify and prioritise improvements to children's care and learning. For example, they have already begun to put improvements in place from their self-evaluation to create a childminder network group by locating other local childminders. The childminder has plans to attend further courses, including about letters and sounds. Their evaluations are enhanced by parents' views and children who use their service. Parents' comments are very positive about the care provided and how settled their children are in the childminder's company. The childminder works in partnership with local authority early years advisors as they put effective systems into place immediately upon receiving their

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provision

report actions. This all shows good commitment to continuous improvements

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provision

The childminder has a good understanding about her responsibilities in meeting the learning and development requirements. She carries out detailed observations and assessments, which she uses to help plan for children future learning. She tracks the progress which children make, which ensures that she can identify any gaps in children's learning and development, and plan accordingly. Children progress well and thrive in the welcoming, caring environment. She encourages parents to contribute to their child's learning through regular discussions and sharing of information. As a result, she is able to build and develop her partnership with parents effectively.

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The Childcare Register

The requirements for the compulsory 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 EY472230 Local authority Oxfordshire Inspection number 956384 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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