Childminder in Oxfordshire

Inspection date

Previous inspection date 06/10/2014 14/11/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 and her assistant maintain secure attachments with the children and, as a result, children are happy and settled in their care.  The childminder positively promotes children's welfare because she has a good understanding of her responsibilities with regards to safeguarding and child protection.  Partnerships with parents and other providers are strong. This supports continuity of care and learning and, as a result, outcomes for children are good.  The childminder continually improves her service, providing good care which evolves to reflect the needs of all children and their families.

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It is not yet outstanding because

 The childminder has not arranged all of the resources so that children can access them easily.  There are few opportunities for children to see writing displayed around the environment, to learn that words carry meaning.

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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 had a tour of the setting.  The inspector observed children at play with the childminder and her assistant.  The inspector viewed a sample of policies, procedures and paperwork.  The inspector read testimonials from parents.  The inspector discussed the childminder's self-evaluation process.

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Information about the setting

The childminder registered in 2004. She lives with her husband and their teenage daughter in Henley, Oxfordshire. The childminder's husband is registered as her assistant. The childminder uses the whole of the ground floor of the house for childminding, with sleeping facilities provided upstairs. There is a fully enclosed garden available for outside play. The childminder makes use of local facilities, such as parks and the library. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently five children being cared for in the early years age range, on a full and part-time basis.

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

 review the organisation of resources to make them more accessible to children

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

 develop opportunities for children to see written words in the environment, so they learn that print carries meaning.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She provides a welcoming environment where children learn through play and exploration. The childminder and her assistant talk knowledgeably about the children they care for and demonstrate a good understanding of how to support their learning and development. When children first start, the childminder seeks information from their parents about their interests, care needs and development at home. She makes observations of children's play and achievements, and uses child development guidance to help her to assess their stage of development. The childminder accurately identifies children's next steps for learning and plans ways to help them to achieve these to make good progress. The childminder has a sound understanding of the process she needs to follow for the progress check for two-year-olds. She is aware of the

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who attend

importance of involving parent's with this check to ensure the accuracy of the assessment of their child.

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who attend

The childminder provides children with lots of opportunities to develop their physical skills. For example, they play outside using ride-on toys, visit the local park to gain confidence with climbing and balancing, and use peg puzzles to develop their coordination. Children engage in role play and use their imaginations as they make cups of tea for the childminder and her assistant and prepare pretend meals. The childminder skilfully extends children's learning during activities, building on their interest to introduce new ideas. For example, children enjoy looking at a book on farm animals and the childminder develops this by providing animal figures and encouraging them to match the animal to the picture. She also asks the children to group the cows and pigs and they count them together. This supports children's mathematical development as they have fun. The childminder and her assistant put a strong focus on helping children to develop their

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who attend

language skills. They use open ended questions to help children to think for themselves. They also model words effectively and encourage children to repeat the words. As a result, children learn new vocabulary and make good progress with language development.

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who attend

The childminder provides books and writing materials to help children to develop their reading and writing skills. However, she provides few opportunities for them to see writing displayed within the environment. For example, there are few opportunities for children to see labels, or their names, to help them to learn that writing has meaning.

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who attend

The childminder makes sure that children experience a variety of outings, such as visits to the library, where they choose books to read with the childminder and her assistant. The childminder plans activities to celebrate different festivals and events in people's lives. For example, on hearing that a child will be going to a wedding, the childminder provided accessories for the role play area to help them learn about what happens at weddings. All of these experiences help children to learn about the world around them.

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

Children quickly settle in the childminder's home and demonstrate friendly and caring relationships with her and her assistant. They show confidence and security as they freely move around, selecting toys and resources. There is a wide range of play equipment set out for children to play with. However, not all resources are easily accessible for them to select independently to extend their own play and learning. The childminder gives clear messages about acceptable behaviour and intervenes appropriately as she helps younger children to share resources. As a result, children are learning about what is expected of them. The childminder enthusiastically praises children for their achievements, such as when they learn a new word or share nicely. This boosts their self-esteem and confidence. The childminder's purposeful conversations help children to develop an age-appropriate awareness of how to keep themselves safe. They learn about road safety when on outings

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

and regularly practise the fire evacuation process.

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

The childminder supports children's good health and hygiene effectively through activities and daily routines. They enjoy daily opportunities to spend time outdoors in the fresh air, which promotes their sense of well-being. They receive a variety of healthy meals and snacks, which include fruit and vegetables each day. The childminder sensitively supports children's developing self-care skills by encouraging them to feed themselves and to gain independence with toileting. Children learn about hygienic practices as they are reminded they need to wash their hands before eating. The childminder helps children to learn about appropriate table manners. She encourages discussion as children eat, creating a positive, social experience. The support that the childminder provides to develop children's confidence and independence prepares them well for the next stages in their learning.

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provision

The childminder works extremely hard to create a setting that is welcoming, stimulating and safe. She has a good understanding of her responsibility to meet the requirements of the Early Years Foundation Stage. She is fully aware of the safeguarding and welfare requirements and ensures her policies and procedures meet these. The childminder shares her policies and procedures with parents. This helps to make sure they are clear about her service and how she cares for their children. The childminder fully understands the importance of her role in protecting children and is aware of the procedures to follow should she have concerns about a child. The childminder has put in place measures to ensure her assistant receives relevant training to also meet these requirements. Risk assessment is very rigorous, and regular safety checks ensure children can move safely and freely in their environment. The premises are secure; safety gates are in place and

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provision

the childminder and her assistant supervise children at all times. As a result, children are safeguarded well.

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provision

The childminder is keen to create, maintain and improve the setting so that it meets high standards and offers the best possible experience for children. She does this by evaluating the quality of her practice, and by taking into account the views of children, parents and her assistant. The childminder has worked with other professionals since her last inspection to identify areas for improvement including training courses for herself and her assistant. The childminder encourages parents to provide feedback on the service she provides, in writing and through discussions. This ensures priorities for improvement are well targeted to benefit the children in her care. It also supports her in monitoring and improving the quality of children's learning experiences. She understands the key person system well and works effectively with her assistant to observe children and discuss their individual progress. The childminder demonstrates a good understanding of the learning

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provision

and development requirements. She effectively monitors the success of her educational programmes by assessing children's progress and through the feedback of children and parents.

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provision

The childminder is proactive in building effective partnerships with parents. She also liaises with other providers involved in children's care and learning. She provides parents with secure online access to their child's learning records. The childminder talks with parents each day and encourages them to provide information about their children's achievements at home, either verbally, or by adding comments to their child's online records. This helps her provide continuity in the children's care and learning. Parents report the childminder offers 'stimulating learning activities' and 'ideal childcare' and they are very happy with the care and support their children receive. Through discussion, it is clear the childminder knows to contact relevant agencies when she feels children need additional support. She fully recognises the importance of developing relationships with other providers and professionals, to enable them to work in partnership for the benefit of the children. For

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provision

example, she has made links with the local pre-school to help provide a cohesive approach to children's learning. This helps all children to make good progress and to move on to the next stages in their 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 EY294760 Local authority Oxfordshire Inspection number 983527 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 5

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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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