Townsend, Joy

Inspection date

Previous inspection date 20 April 2015 24 November 2009

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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 has a good understanding of the learning and development requirements and, overall, she plans effectively to help children make good progress.  The childminder gains and uses ongoing information from parents to help her meet children's changing needs and build on their interests. As a result, children are happy, secure and confident.  The childminder understands the importance of promoting children's health and safety. She continually assesses and minimises risks to children, enabling them to play in the house and garden safely.  The childminder considers the views of parents and uses her good monitoring of children's progress to help her evaluate her provision and set challenging targets to improve.

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It is not yet outstanding because:

 Occasionally, the childminder does not give children sufficient time to respond to their questioning, missing opportunities to further develop their problem solving and thinking skills.  Children have fewer opportunities to explore messy play with natural materials, such as sand, water and cornflour mixed with water, to help younger children fully explore using their senses.

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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

 enhance the good teaching methods already in place by giving children more time to think and respond to questions to develop their problem solving and thinking skills to the maximum potential  increase opportunities for younger children to fully explore using all their senses, by further extending the range of natural materials available to them.

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Inspection activities

 The inspector observed activities as the childminder interacted with children in the house, and as children played outside.  The inspector looked at children's learning records, and sampled the childminder's policies and formal records.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector considered the written views of parents and those spoken to on the day of inspection.

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who attend. This is good

The childminder assesses children's progress precisely and sets challenging next steps in their learning so they make good progress. She is skilled at playfully building and extending on children's previous learning during activities. For example, children developed their literacy, mathematics and imagination as they retold a shared story about St George, and created flags. The quality of teaching is good as the childminder makes suggestions, demonstrates resources and provides explanations. She asks many challenging questions. However, on occasion, the childminder does not always give children sufficient time to respond with an answer. As a result, children do not always fully extend their thinking or problem-solving skills during play. Overall, children receive good support for their developing communication skills. For example, the childminder uses effective commentary for younger children as they play with pens. She teaches older

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who attend. This is good

children new technical words as they pretend to be builders. The childminder prepares children well for the next stage in their learning.. For example, older children learn to read and write their name, letters and numbers. Younger children develop good social skills as they play with larger groups of children and learn to help themselves.

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good

The childminder provides healthy snacks and the children enjoy daily outdoor play. She teaches children good personal hygiene practices and promotes self-care, as appropriate. As a result, children develop an understanding of how good food, exercise and water help them stay healthy. Children form strong emotional attachments to the childminder because she is kind, caring and a good role model. Consequently they are confident, motivated and behave well. The childminder teaches children how to keep themselves safe. The environment is welcoming and a range of activities promotes children's all round development. However, the childminder provides fewer opportunities for children to explore messy play. For example, activities, such as sand, water and cornflour mix, are not always available daily to fully promote younger children's sensory development.

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provision is good

The childminder has a good understanding of, and meets the legal requirements for, the Early Years Foundation Stage. Robust policies, procedures and recent training help her to safeguard children. The childminder's accurate monitoring of children's progress helps her identify and quickly close any gaps in children's development. The childminder has established good communication with other settings that the children attend and with parents. This promotes good continuity in children's learning. The childminder makes effective use of self-evaluation and training to improve the quality of her teaching and service.

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Setting details

Unique reference number 134900 Local authority Oxfordshire Inspection number 1008319 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 24 November 2009

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Telephone number

The childminder registered with Ofsted in 2000. She lives in a village near Witney, Oxfordshire. The childminder offers care from Monday to Friday, throughout the year.

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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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