Childminder in Oxfordshire

Inspection date

Previous inspection date 11/12/2014 22/11/2011

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early years provision

This inspection: 2 Previous inspection: 2 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 quality of teaching is good because the childminder has a thorough awareness of how young children learn and develop. As a result, children are eager to learn and demonstrate a high level of engagement considering their ages.  The childminder is enthusiastic and uses her knowledge and understanding to engage herself within the children's play. As a result, they are motivated and eager to learn.  The childminder works closely with parents and keeps them well informed about their children's progress and development.  Children's welfare is promoted because the childminder demonstrates a good understanding of her responsibilities with regard to safeguarding and child protection.

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It is not yet outstanding because

 The childminder and her assistant do not always recognise opportunities to further develop the already good communication and language skills of the youngest children.  The childminder does not always assess the impact of her own and her assistant's teaching skills during activities to identify improvements and ensure practice is helped to become exemplary.

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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 within the kitchen, main playroom and the outside learning environment.  The inspector held spoke with the childminder and children during the inspection.  The inspector looked at children's assessment records and planning documents.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children, the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory part of the Childcare Register. She is registered to work from her mother's premises, who is also her co-childminder, in the village of Croughton, close to Brackley, Northamptonshire. She also employs an assistant. The whole of the ground floor, independent playroom and a large rear garden are used for childminding. The family has a pet dog and cat. The childminder visits the village shop, playgrounds and parks on a regular basis. The childminder takes children to and collects them from the local schools and pre-schools. There are currently 14 children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.45am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children and is a

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Information about the setting

member of the Professional Association for Childcare and Early Years.

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

 enhance systems to further support children's communication and language skills, for example, using photographs of people known to children, to promote further discussions, supporting all children to achieve their very best

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

 extend the monitoring of the educational programmes and the quality of teaching, for example, by using regular peer observations and feedback on teaching practice to enhance everyone's skills even further.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and the seven areas of learning. The childminder knows the children in her care well and places a strong emphasis on play and having fun with them. For example, she encourages very young children to be independent as they walk together to post letters. Children's individual learning files include photographs and observations of children during play and assessments of their progress. The childminder makes accurate links to the areas of learning and identifies next steps in their learning and development. In addition, these raise challenge and support their personal interests. The childminder has daily conversations with parents and encourages them to share what they know their child can do at home. The childminder uses this information to contribute to the day-to-day planning and further support the next steps in children's learning. The childminder has a

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who attend

good understanding of her responsibility in completing the progress check for children between the ages of two and three years. She shares this with parents in order to plan strategies for future progress.

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who attend

The childminder supports children to play cooperatively with each other, as they are able to access a good range of resources. These are stored in boxes that are easily accessible and labelled for them to make independent choices in their play and learning. The childminder becomes involved in children's play, which enables her to encourage them to join in and extend their learning. The childminder provides children access to good selection of fiction and non-fiction books. These are displayed at low level, to enable them to be independent learners and follow their interests. For example, very young children seek out the childminder, showing their interest in books. The childminder sits with children on comfortable seating to read stories and look at the pictures. However, the childminder does not always recognise opportunities to further develop the already good communication and language skills of the youngest children. For example, she uses simple

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who attend

word sentences to support children, but does not use photographs of familiar objects, people or pets to foster more discussion, especially for those new to the setting.

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who attend

The childminder and her assistant, take children to a number of community groups where children join in sessions, such as music and movement activities. This complements, the activities provided in her home, giving children the opportunity to socialise with other children in preparation for when they start school. They learn about the wider world as they visit local attractions, such as parks and country walks. The childminder offers experiences further afield, such as taking children to science museums. She supports them to constantly discuss what they see and make links to their personal experiences. Overall, children suitably gain the skills to support their future learning.

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

The childminder works closely with her co-minder to ensure that there is an effective key- person system in operation. Together, they provide children with close interactions that foster children's emotional well-being. The childminder obtains detailed information from parents about children's individual preferences and uses this to help settle them into her care. Parents provide feedback to the childminder about how pleased they are with the care she provides and how the home is 'lovely and inviting for children'. Children show that they feel safe and secure in the childminder's home, for instance, they explore their surroundings with ease and develop their independence in a variety of ways. They attend to their personal hygiene, toileting and choose toys to engage with and follow their own interests. The childminder begins to prepare children for their next stage in learning as she talks to them about moving up to school and uses books to illustrate this. She

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

accompanies children to attend school functions and invites new teachers into her home to meet the children. As a result, children's confidence and self-esteem is promoted well and children appear happy and relaxed.

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

The childminder's home is welcoming and provides children with a well-resourced environment, both indoors and outside. Children of all ages enjoy a bespoke pirate ship, which provides opportunities for open-ended play. As a result, children use their imagination and talk and play with the childminder and each other. Children learn about how to care for living things as they regularly grow fruit and vegetables, harvesting these for their meals. The childminder discusses healthy choices with children as they consume grapes and breadsticks at snack time. Snack time is a very sociable occasion, which allows children to talk about topics that interest them. The childminder gently reminds children to use their manners at the table and they are encouraged to adopt good hygiene practices, such as independently washing their hands prior to eating and after toileting. The childminder reinforces this as she explains why it is important for children to wash their

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

hands so that they are clean and free from germs. Consequently, children's health and well-being is promoted well. The childminder works with her assistant to promote positive attitudes and behaviour. For example, the childminder talks to them about being aware of how their actions could hurt others and gives them time to think about their actions. Children listen and respond well and as a result, are courteous and well behaved.

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

The childminder gives a high priority to keeping children safe and has effective procedures in place to deal with any accidents. She maintains good records of risk assessments of the home, indoors and outdoors, and for all types of outings. This ensures she provides a safe and secure environment for children to learn and explore. The childminder takes children out on regular trips to the local parks and amenities. She uses safety jackets to develop children's understanding of how to keep themselves safe when crossing roads and talks to them about listening out for the noise of traffic. As a result, children are learning to assess risk and manage their own safety. In addition, children have daily access to a large outdoor space with climbing equipment, which develops their physical skills. The childminder introduces simple rules for each piece of equipment to children, developing their understanding of dangers and potential risks. This supports their independence skills

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

as they learn to manage risk and keep themselves safe during their play.

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provision

The childminder has a good understanding of her role and responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder and her assistant have attended recent training in safeguarding. Therefore, the childminder has a secure understanding of what would alert her to any concerns about children in her care. The childminder is fully aware of the procedures to follow to ensure all children are protected from harm. She is well organised and maintains all the required paperwork, for example, policies and procedures are well written and accurately reflect practice. These policies are shared with parents upon entry and any changes are shared when they are reviewed. Comprehensive risk assessments help ensure the environment, both inside and outside the home, are safe. The outdoor area has a number of large climbing frames, which have detailed risk assessments in place. These outline potential

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provision

risks and identify measures undertaken for safe usage. Parents sign to agree that their children can use the equipment. Any accidents are recorded appropriately and information shared with parents. There is a suitable fire evacuation procedure and the childminder practises the drill with children. This enables her to evaluate any risks and helps children to know what to do in the event of an emergency. The childminder and her co-childminder set high standards for their childminding service. The childminder demonstrates a genuine enthusiasm for her work and is motivated to further develop her practice and thereby, improve the outcomes for children. In order to improve her knowledge and practice, the childminder attends a wide range of additional training courses and welcomes the input of the local authority development worker. The childminder also exchanges best practice ideas with her assistant and co-minder to ensure

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provision

continuing improvement of her provision. However, the staff team do not always observe each other's teaching, or share their comments and observations. As a result, systems for staff to develop the very best skills in reflecting on their own and other's teaching practice are not fully exploited. The childminder's honest approach to self-evaluation enables her to identify changes and prioritise improvements. She seeks the views of parents and children effectively. All improvements identified relate to her commitment to providing a stimulating home environment. This is continuously changing in order to meet children's needs and promote their overall development. For example, she now discusses procedures for children who are ill or infectious with parents. In addition, the complaints policy includes the required response timescales for any written complaint raised.

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provision

The childminder utilises local resources exceptionally well. For example, she uses a wide variety of community resources, such as, a children's centre, the library, local parks and country walks. As a result, the childminder is able to work in partnerships with number of other professionals who make a strong contribution to meeting children's needs. Partnerships with parents are well developed. The childminder shares reports and assessments with parents, ensuring that they have a clear awareness of their children's ongoing progress. Parents are then encouraged to share this with their health visitor. Parents report that their children are happy in the childminder's care and that they believe their children are making good progress. The childminder has good knowledge of how to work in partnerships with other early years providers. She understands how to share information regarding children's progress, ensuring consistency in meeting the needs of

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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 EY428013 Local authority Northamptonshire Inspection number 874513 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 14

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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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