Childminder in Oxfordshire

Inspection date

Previous inspection date 25/11/2014 15/06/2009

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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 knows and understands children's starting points, carries out regular observations and plans according to their individual needs. Consequently, children are making good progress in their learning and development.  The quality of teaching is good. This ensures the children become enthusiastic and independent learners as they explore and investigate.  The childminder shows a strong understanding of how to keep children safe.  Children settle well in the relaxed, friendly atmosphere and form close relationships with the childminder.

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It is not yet outstanding because

 The childminder does not display children's work or photographs of their experiences so that they can fully value their achievements and talk about those of others.  The presentation of books does not fully encourage children to develop their interest in stories and print. As a result, children do not routinely select books through the day.

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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.  The inspector held discussions with the childminder .  The inspector took account of the views of parents spoken to on the day.

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Inspection activities

 The inspector reviewed paperwork including children's records, samples of their work, policies, risk assessments and suitability checks.

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Information about the setting

The childminder registered in 2009. She lives with her husband and two children in a three bedroom house on the outskirts of Bicester, Oxfordshire. The childminder uses the whole downstairs for childminding, with access to upstairs for sleep purposes only. There is a fully enclosed garden available for outside play. The home is within walking distance of local shops, parks, pre-school and school. The childminder is registered on the Early Years Register and on the compulsory part of the Childcare Register. She currently has seven children on roll, of whom five are in early year's age range. Children attend for various days and sessions. The childminder holds a childcare qualification at level 3.

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

 enhance the presentation of books to further encourage children's literacy skills, and their interest and enjoyment of stories

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

 extend opportunities for children to reflect on their own and each other's successes and achievements, for example by displaying their work.

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who attend

Through discussions with parents and observations the childminder identifies children's starting points as they settle in. This helps her quickly identify any gaps in their learning and development and to monitor the progress they make. The childminder knows the children in her care well. She gathers ongoing information through discussions with parents and sensitive observations of children's play and learning. She uses this information to identify and plan for children's next steps in learning. The childminder tailors her environment and activities to offer appropriate challenge for each child. Consequently, children make good progress during their time with her.

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who attend

The quality of teaching is good as the childminder is skilful in her interactions with children. She is particularly good at following and building on children's interests in their play to provide challenge. For example, as children insisted on repeating a board game the childminder provided new challenge as she encouraged them to identify different rules to win. The childminder develops children's thinking as she uses skilful questioning to encourage them to consider their responses. For example, she challenged children's stereotype that 'red is a girls colour'. She encouraged children to think why that may not be true as children identify what red items they treasure at home. The childminder models new skills and ways of using equipment. As a result children are enthusiastic learningers as they investigate, explore and try different experiences. For example, children initiated different creative techniques as they made dot pictures.

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who attend

Children benefit from the broard and interesting range of activities the childminder provides. The childminder supports children's communication and language well. As a result, children are confident talkers who listen well and experiment with new words. For example, children finish the childminder's sentence for her by interjecting the correct newly learnt word, 'frosty'. The childminder provides many activities that help children to develop their physical skills. For example, they strengthen their hand muscles and develop control as they join together construction toys, complete puzzles and use pens to draw. Children use the outdoor garden every day to run, balance, climb and throw.

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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 takes children to play with others being cared for by her childminder friends, and also regularly takes them to toddler groups. This means children develop their confidence playing in larger groups. Children develop their early literacy as the childminder provides many enjoyable activities involving early reading and writing. For example, children use an electronic device to learn letter shapes. The childminder displays text with pictures on the walls in order to help children to learn that print carries meaning. She provides a selection of age-appropriate books. However, she does not display these effectively to fully encourage children to explore them independently. The story books are stored in a big box drawer, which means the front covers are not on display and children cannot easily see what the stories are about.

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who attend

As a result, children do not routinely seek or use stories to develop their imaginative play and early literacy. The childminder introduces mathematical language through everyday routines such as counting the cups on the table. Children learn to problem solve through targeted questioning. For example, during an activity to win trains, the childminder encouraged older children to calculate how many they have won by. This good teaching supports children to develop the necessary skills to prepare them well for their next stages in learning.

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

The children have close and secure attachments to the childminder who is caring and affectionate towards them. They often move to her for cuddles and to share experiences. Children quickly settle with the childminder because she ensures each family feels happy and comfortable in her home before they leave their child with her. She knows the children very well and anticipates their needs ahead of time. For example, she knows when a child needs help using scissors and when to let them try for themselves. She encourages them to be independent. She urges them to put on their own shoes and coats, but is always close by if they need support.

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

The childminder effectively promotes children's health and well-being. For example, she teaches children about the importance of a healthy lifestyle as she encourages them to eat healthily. She teaches them to wash their hands at appropriate times, such as before eating or after using the toilet. The childminder works closely with parents to sensitively support children to begin to use the toilet. As a result, children are learning how to be healthy and how to manage their own personal care and hygiene. The childminder ensures children have plenty of fresh air and exercise. She enhances older children's safety and well-being by helping them learn to keep themselves safe and to recognise potential dangers. For example, she teaches them to cross roads safety as they walk. Trips to the local park and the library give children the chance to explore within their community.

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

The childminder provides a stimulating and challenging learning environment for children. She keeps her house tidy and encourages children to help clear away when they finish an activity. The childminder displays a selection of posters to support children's early mathematics and literacy. However, she is not using the space available to display children's work, photographs or objects they have made. This does not encourage children to value and talk about their work, experiences or the achievements of others. The childminder does, however, regularly praise and encourage children, which builds their self-esteem and confidence. As a result, children feel valued. Through her extremely kind, considerate manner, the childminder fosters children's positive behaviour. Children share readily, and include each other in their play. Overall, the childminder's nurturing and protective care helps provide children with good emotional and social skills. This prepares

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

them well for their next stage in learning in group care, such as pre-school or school.

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provision

The childminder demonstrates a good understanding of child protection and safeguarding procedures. She is confident in her ability to implement these procedures effectively in order to protect children. The childminder maintains all required documentation. She implements robust risk assessments to identify possible hazards. This enables her to take prompt action to reduce any risks to children indoors, outdoors and during outings. This safeguards children's welfare and well-being effectively.

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provision

The childminder regularly evaluates her practice and is developing a sound understanding of her strengths, and areas to develop. As a result, children benefit from a continually improving setting. The childminder has undertaken appropriate training to ensure she can work effectively with children, such as holding an up-to-date first-aid certificate. She regularly reviews the quality of her teaching, and its impact on children's learning. The childminder evaluates the service she provides and has requested feedback from parents about the quality of her care and learning. Parents state they are happy with the provision. They comment that the childminder provides, 'a very comprehensive service and protects children well'. They describe her as, 'totally child orientated'. The childminder has close, professional relationships with others who support her provision and the children she works with. She regularly liaises with the other settings children attend. For

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provision

example, she receives the progress updates and newsletters from the local school nursery staff. This helps her understand the progress that each child is making and to know what topics they are covering in the upcoming terms. The childminder also takes advice from the local authority advisor.

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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. 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 EY387339 Local authority Oxfordshire Inspection number 815879 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 7

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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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