Childminder in Oxfordshire

Inspection date

Previous inspection date 09/09/2014 20/10/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder develops positive and warm relationships with children, which support them in feeling happy and secure in her care. She promotes their personal, social and emotional skills well.  The childminder establishes positive relationships with parents who state that they are happy with the care their children receive.  Children are making satisfactory progress in their learning as the childminder provides activities which follow their interests.

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It is not yet good because

 The childminder does not complete the required progress check for two-year-old children and does not always use assessment effectively to plan activities which offer greater challenge for children.  The programme for expressive arts and design does not fully encourage children to explore a wide variety of materials to develop skills to represent their own creative ideas.  The childminder does not make the best use of indoor resources and space to ensure children can make purposeful choices and can easily help themselves to toys and activities.

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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 carried out discussions with the childminder.  The inspector observed children during activities inside.

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Inspection activities

 The inspector sampled a range of relevant documentation including suitability checks.

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Inspection activities

 The inspector took into consideration parental views through letters made available at inspection.

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Information about the setting

The childminder registered in 1986. She lives with her husband and son in Oxford, Oxfordshire. The whole of the ground floor of the childminder's home is used for childminding. There is an enclosed garden for children's outside play. The family has a pet dog.

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Information about the setting

The childminder has six children on roll, of these, three are in the early years age group. This childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools to take and collect children.

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must:

 improve the processes to observe and assess children's progress, including completion of the required progress checks for two-year-old children, in order to more fully understand children's levels of achievements, interests and learning styles, using this information to plan challenging experiences.

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

 increase further the opportunities for all children to make informed choices and decisions about toys and resources, for example, by displaying resources more attractively at children's height and organising boxes to ensure there are fewer toys for children to sort through

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

 develop further the educational programme for expressive arts and design by encouraging children to use a wide range of textures and materials, such as paint and glue, to represent their ideas and explore their senses and natural materials.

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who attend

The childminder gets to know children as they settle. She holds conversations with parents which help her establish children's general starting points. The childminder notices what children do as she observes them in their play. This helps her make some routine assessments based on her own knowledge of how children develop. However, this system does not detail precisely how the children are achieving in the different areas of learning. This means that the childminder does not always accurately identify the next steps in children's learning to help her plan increasingly challenging activities. In addition, the childminder is in breach of the requirements of the Early Years Foundation Stage as she does not complete the required progress checks for two-year-old children. This restricts some parent's involvement in monitoring their child's achievements and progress. The childminder tends to share information with parents through discussion so that they are

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who attend

aware of children's activities and receive general information about their progress. Parents comment favourably on the childminder's support to develop their children's learning at home, stating that they 'respect her advice'. Some parents note that they have 'complete peace of mind' knowing their children are in the childminder's care.

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who attend

Children are happy and generally engaged. The childminder supports their play, by getting down to their level, and offering care and attention to support their emotional well-being. The childminder has a sound knowledge of how children learn through child-based activities and follows their interests well to create spontaneous learning opportunities. For example, children develop their understanding of the world as they watch the waste disposal trucks with the childminder who discusses how rubbish is dealt with. Children choose from a suitable range of resources and the childminder puts out toys as children ask. For example, they are confident to ask for their favourite program on the computer. Children can select some items independently, such as dolls from the toy box, but cannot always see or reach resources in other boxes. This means the childminder is not consistently making the best use of resources and space to inspire children to purposefully

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who attend

The childminder promotes some areas of learning well. For example, she develops children's communication and language skills by repeating new words to them and asking simple questions. The childminder recognises that young children's understanding is much greater than their ability to express thoughts and ideas. She repeats single words so that they can gradually link the word to meaning. The childminder asks open-ended questions to encourage children to consider their response, and this supports their thinking skills. She uses suitable opportunities to broaden children's understanding the world. For example, they explore their local community as they go for their daily walks and the childminder helps them investigate the natural world as they play in the park.

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who attend

The childminder demonstrates that she supports children's early mathematical and literacy skills through activities such as sharing books. She helps them learn their numbers and letters and, as a result, children begin to read and write. Children complete a variety of puzzles that help them to count and recognise colour and shape. This all prepares them well for school. Children use their imagination in role play activities such as playing play with dolls and combing their hair. The childminder teaches them songs and rhymes which help to develop their vocabulary and promote an interest in music. Children use musical instruments to create their own songs which help them have confidence in their ideas. However, overall, children have fewer opportunities to develop their creative skills through exploring natural materials or investigating the properties of resources such as paint and glue. This means they do not learn to use different tools and creative techniques so

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

Children settle well in the childminder's care. They are relaxed and confident, benefitting from gradual settling in procedures that are based around their individual needs. This helps them to feel secure and to form strong attachments with the childminder. Young children cuddle the childminder and they easily express their preferences as they are confident that their wishes will be met.

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

Children learn about how to keep themselves safe. For example, the childminder teaches them road safety on outings and they learn to tidy away so that they don't fall and trip on toys. The garden is currently out of use due to landscaping work so the childminder takes children out on walks and park visits daily. This ensures they develop a positive approach to adopting active, healthy lifestyles. The childminder teaches them about the importance of hygiene by encouraging them to wash their hands before snack and after using the toilet. The childminder promotes healthy eating by encouraging parents not to include sweets with children's packed lunches.

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

The childminder promotes children's personal, social and emotional skills effectively, helping them to interact positively and to learn about good behaviour. She uses lots of praise during play which effectively supports children to develop positive self-esteem. For example, when they complete puzzles together, children show the childminder and cheer when they succeed. The childminder is a good role model and has a consistent approach. She helps children to become confident and to have a positive approach to learning.

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

Children develop their independence as the childminder works closely with parents to successfully support practical skills such as how to use the toilet. Children help themselves confidently to their snack as the childminder encourages good table manners. This helps to prepare children socially and emotionally for their move to school.

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provision

The childminder demonstrates an appropriate understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. She has made some improvements since the last inspection, including updating risk assessments. The childminder has adequate knowledge of how to safeguard children in her care. She is aware of signs and indicators of all types of abuse and of the procedures to follow if she has concerns about a child. She also knows who to contact if an allegation is made about her. The childminder has satisfactory policies and procedures and reviews these regularly. Appropriate vetting of household members determines their suitability, helping to ensure that children are safe and secure in the home. The childminder holds a valid first aid qualification.

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provision

The childminder has put together a self-evaluation document and is developing processes to identify the strengths in her practice and areas for development. She has taken some steps to enhance the educational provision for children. These include purchasing new resources and gathering together documents to support her knowledge of the learning and development requirements. However, some weaknesses remain with particular reference to the learning environment and the observation, assessment and planning process.

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provision

The childminder maintains positive partnerships with parents and other settings that children attend. Written feedback from parents demonstrate that they are very happy with the childminder's care of their children. She makes contact with local early year's settings to share information about individual children, such as their general progress and appropriate strategies to support their development. This ensures children receive the necessary continuity of care to support their success in the next stage of care and learning.

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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 134128 Local authority Oxfordshire Inspection number 982761 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

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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