Childminder 133538

Inspection date

Previous inspection date 12/08/2014 31/10/2011

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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 organises her practice effectively and fosters good relationships between older and younger children. As a result, all children enjoy their time with the childminder during the summer holidays and engage in purposeful and interesting activities.  Overall, the childminder extends children's learning well, such as by making suggestions or providing additional resources to build on their ideas.  Parents state that they are very happy with the childminder's service with many commenting on her accommodating and flexible approach.  The childminder knows children well and supports them effectively to make ongoing progress in their learning and development.

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It is not yet outstanding because

 Although the childminder maintains good quality interactions, she does not always make the best use of careful questioning to extend and challenge children's learning further.

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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 both indoors and outdoors.

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Inspection activities

 The inspector talked to the childminder, parents and children at appropriate points during the inspection.

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Inspection activities

 The inspector sampled a range of documentation, including children's development records, evidence of the childminder's qualifications, her self-evaluation form and letters from parents.

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Information about the setting

The childminder registered in 1996. She lives with her husband in Banbury, Oxfordshire. The whole of the ground floor is available for childminding with a first floor bedroom for sleeping. There is an enclosed garden available for outdoor play. Access to the home includes a step into the front door. The childminder has a dog. The childminder is registered on the Early Years Register and is caring for three children in the early years age range. She is registered on both the compulsory and voluntary parts of the Childcare Register and is caring for six older children. She offers care on weekdays, including out of school care. She walks to the local school and other early years facilities to take and collect children.

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who attend

The childminder organises her practice well, particularly during the school holidays when she has several older children also attending. She gives most of her attention to the younger children while making sure that interesting activities busily occupy older children. As a result, there is no negative impact on younger ones. She supports children well, engaging in good quality discussions overall so that they hear lots of new vocabulary and sentence structure, which promotes their communication and language skills successfully. She relates their play effectively to their own experiences, such as holidays they have enjoyed, which encourages them to contribute to the discussion. She offers suggestions to extend activities, such as making green monsters, or pizzas with tomatoes, as they explore modelling dough. Children respond well to these ideas, which motivate them to be creative. The childminder incorporates mathematical language into the activity well, such

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who attend

as 'bigger, smaller, taller, older, younger', so that children learn about these concepts in real situations. However, she does not always make the best use of careful questioning to extend and challenge children's learning even further. She takes good account of children's interests, such as supporting their play when they choose to leave the modelling dough activity and go to play with dolls and pushchairs. She provides them with additional resources, such as talcum powder, a changing mat and wet wipes, to encourage and extend their make-believe play. The childminder makes good use of the outdoor space, planning activities to reflect different areas of learning. Children are able to explore natural resources, such as fir cones and rice; they make marks with chalks and explore a play sink with water. As a result of all these strategies, children focus well on activities and are preparing successfully for their next steps in learning.

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who attend

The childminder finds out what children can do when they first start with her and tracks their progress against published guidance to support their ongoing development. She makes routine assessments of children's progress, such as completing 'I can?..' records to illustrate their achievements. She knows children well and talks confidently about the progress they have made. She completes the required progress checks for two-year-old children, and shares this information with parents. She encourages all parents to take home their children's development records so that they can enjoy these at their leisure and share them with the wider family. The childminder uses daily diaries and daily discussions effectively to keep parents up-to-date with their children's development and to exchange helpful information. She encourages parents to share children's experiences at home, such as family holidays, so that she can use this as a starting point for discussion

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who attend

with children. She also encourages parents to extend activities at home that children have shown interest in, to enhance their learning further.

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

The childminder fosters good relationships between older and younger children. They all enjoy playing alongside each other or in small groups. They learn to respect each other's space, to share resources and to be kind to one another. They show a good understanding of behavioural expectations and respond well to the childminder's suggestions and instructions. For example, at tidy up time, children help willingly. Children clearly demonstrate that they feel safe and comfortable with the childminder and several parents comment how much their children enjoy attending.

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

Children enjoy playing outdoors on a daily basis both in the garden and on outings. They regularly visit the local park or enjoy local walks, such as collecting pinecones or buying fruit from the shop. Such experiences enable them to enjoy fresh air and exercise and to learn about the world around them. They benefit from a healthy diet as the childminder always has a supply of fruit, healthy snacks and drinks available. Children can choose from options, such as toast, yogurt and fruit, and they learn about good hygiene, such as washing hands in preparation for eating. They develop good skills for independence, such as putting on their shoes before going out to play with the childminder nearby to guide and support them as necessary. They learn to play safely as the childminder supervises them well and helps them to be mindful of others.

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provision

The childminder demonstrates a clear understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. She provides a safe and secure home and good levels of supervision depending on children's ages and capabilities. She is able to explain clearly her understanding of safeguarding procedures, such as possible symptoms of children at risk. She knows how to respond effectively to any concerns. She supports children's use of the internet ensuring that this is safe through careful monitoring.

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provision

The childminder demonstrates that she provides a wide range of activities covering all areas of learning. She plans activities in response to children's interests and capabilities in order to provide focus and challenge. Her assessment procedures show that she is able to identify any areas where children need additional support. The childminder makes good use of her local childminding group to exchange ideas and good practice. She attends additional training where possible and states that this helps her to gather good ideas for play activities to keep children engaged and motivated. She uses self-evaluation processes effectively to acknowledge practice that is working well and identify areas for further improvement. Since the last inspection, she has introduced a more robust system for observation and assessment and for completing accident records correctly. She is planning to attend additional safeguarding training and to extend further her knowledge of child

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provision

The childminder maintains good partnerships with parents and receives many positive comments about the quality of her practice. Parents are particularly appreciative of the childminder's accommodating and flexible service, which has a significant impact on helping them to manage their working hours. Another common theme within the comments provided by parents is the childminder's kindness and positive relationships with their children. The childminder also works in partnership where appropriate with other settings that children attend, exchanging information routinely to promote continuity in children's learning and 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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 133538 Local authority Oxfordshire Inspection number 813807 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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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