Childminder in Oxfordshire

Inspection date

Previous inspection date 14 April 2015 22 June 2012

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder places strong emphasis on keeping children safe. Regular risk assessments ensure her house is a safe place for children to play. She talks to children about how to stay safe, and this helps them gain awareness of risk.  Children have access to a good range of toys and resources that support them to learn in the seven areas of learning.  Children have daily opportunities to interact with nature and learn about their local environment as they play in the garden and visit local parks.  Partnerships with parents are good. An effective two-way flow of communication ensures parents are kept well informed about their children's day.  The childminder make careful assessments of children's learning. This leads her to plan activities that reflect children's individual needs. As a result, all children are making good progress in their learning and development.  Children are happy and settled in the childminder's care. They are confident and have

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This provision is good

high self-esteem because she makes them feel safe and secure.

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It is not yet outstanding because:

 The childminder relies on a limited range of techniques to extend children's development. For example, she uses questions that require single word answers that do not fully encourage children to expand their vocabulary or use sentences.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 develop a wider range of teaching strategies and questioning techniques to encourage children to consider their responses, think through their actions, answer using more than one word and learn to solve problems.

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Inspection activities

 The inspector observed children at play, indoors and outdoors, and the childminder's interactions with them.  The inspector sampled documents, including policies, risk assessments and records of children's learning.  The childminder and the inspector conducted a joint observation.  The inspector had a tour of the premises and looked at resources and toys.  The inspector spoke to parents and took into account their views.

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who attend. This is good

The childminder supports children's interests well. They learn about the natural world as they explore the well-tended garden, digging for worms and talking about the similarities and differences between insects. Children develop coordination and hand strength as they fill pots with play dough. The childminder plays alongside children and talks to them as they play. However, she does not always use a wide range of questions and teaching strategies to extend their thinking and communication skills. This results in children using non-verbal communication, such as shaking or nodding their heads in response to a question, or single word answers rather than speaking in sentences. The childminder completes good observations of children's learning. These help her to identify what children need to learn next. She shares information with parents about children's progress on a daily basis. This means that parents are kept well informed of the activities that the

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who attend. This is good

childminder provides and they get clear advice on how to support their child's learning.

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good

The childminder has close and affectionate bonds with the children, which supports their emotional well-being. She has also supported them to develop strong emotional attachments to each other, and children play well together and enjoy each other's company. Older children are strong role models to younger children, and they learn to share, negotiate and take turns. Children have free access to a wide variety of resources that support learning in all areas. The childminder takes children on daily outings to toddler groups and local parks. This encourages them to mix with others and helps develop social skills. The childminder has formed links with other professionals, such as the nursery teacher, to get guidance on how to prepare children for their move to school. This ensures children are well supported as they move to the next stage of their education. Children are encouraged to be independent in their personal care needs. For

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good

example, older children wipe their own noses and know to throw tissues in the bin and wash their hands. As a result, children are developing good self-care skills.

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provision is good

The childminder has a good understanding of how to develop children's learning. She effectively monitors the delivery of a balanced educational programme. Effective policies and procedures ensure children are kept safe. Since registering, the childminder has demonstrated commitment to her continued professional development by gaining a level 3 qualification in childcare. She is reflective of her work and welcomes suggestions from parents and children to help develop the quality of her provision.

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Setting details

Unique reference number EY439729 Local authority Oxfordshire Inspection number 824453 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection 22 June 2012

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Telephone number

The childminder registered in 2011. She lives in Didcot, Oxfordshire. She is open all year round, except public holidays and family holidays. She is open from 8am to 6pm, Monday to Friday.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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