Mrs Carrole Dorris Forde

Inspection date

Previous inspection date 5 May 2015 16 May 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

 Children make good progress in relation to their starting points and capabilities, as the childminder provides varied and exciting experiences for them that she bases on their needs and interests.  The childminder provides a caring and friendly environment, where children are relaxed, ready to explore and helped to learn a broad range of skills, which prepares them well for their move to school.  The children have close attachments with the nurturing childminder. This helps them to form a strong bond and settle well.  Parents are very involved in their children's learning as the childminder shares regular updates and involves them in the assessment progress, which includes the progress check for children aged between two- and three-years-old.  The childminder has a good understanding of her responsibilities to protect children from harm. She follows rigorous safeguarding procedures and effectively manages risks

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This provision is good

in her home to promote children's safety and well-being.

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It is not yet outstanding because:

 Children do not have consistent opportunities to develop their self-help and independence skills during the day. For example, at snack time the childminder does not encourage these skills as consistently as at other times during the day.  The childminder does not make best use of print and labelling, for example, by using labels to identify the good quality resources to support children's early reading knowledge and recognition of common words.

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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 opportunities for children to further develop their independence and self-help skills consistently throughout the day  continue to develop the use of print and labelling to support and extend children's early reading knowledge and recognition of common words.

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Inspection activities

 The inspector observed activities in the downstairs play areas.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector sampled relevant documentation including some policies and procedures, and the childminder's self-evaluation.  The inspector took account of parents' written views.  The inspector undertook a tour of the premises.

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who attend. This is good

The childminder provides a good range of activities to promote children's learning and development across all areas. She is tracking children's progress accurately. The childminder makes regular observations of children's play and use these effectively, providing additional support in targeted areas of learning where necessary. Children learning English as an additional language are supported well. The childminder works in partnership with parents to use some words in the children's home languages, to greet and praise them. She supports children's language development fully, by speaking slowly and clearly, and allowing children time to think and respond. The childminder develops the children's vocabulary as she reads stories and effectively links it to their own experiences and understanding of the world. Children are able to access resources independently and easily, and the childminder has identified some resources with pictures. However,

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who attend. This is good

resources are not supported with print to enable children to build on early reading skills and recognise common words.

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good

The childminder follows good hygiene procedures to ensure that children's health is assured. The childminder makes good use of meal times to extend children's learning. She talks to children about the foods they like and promotes a healthy diet. Children are encouraged to develop their independence and self-help skills, although they have fewer opportunities at snack time to reinforce and extend these skills. For example, the childminder prepares their snack and peels their fruit. Children benefit from regular trips to toddler groups and children's centres to develop their social skills and confidence. Children have daily opportunities for fresh air and exercise, as they play in the garden or visit the local gardens and feed the ducks. The childminder praises children for being kind to their friends, and encourages them to share and take turns. Children are confident and self- reliant as they play in an environment where they feel valued and respected.

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provision is good

The childminder consistently evaluates her practice and uses feedback from parents to identify priorities for improvement. She regularly evaluates the progress children are making in their learning, and routinely monitors the activities and experience on offer. The childminder links with other childminders to gain ideas, share resources and good-practice. She completes mandatory training to ensure she keeps up to date with safeguarding and first aid. The childminder fosters strong links with other agencies to support children and their families.

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Setting details

Unique reference number 134998 Local authority Oxfordshire Inspection number 841087 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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Telephone number

The childminder registered in 2000 and lives in Banbury, in Oxfordshire. She operates Monday to Friday, for most of the year. The childminder holds a relevant qualification at level 3. She receives funding to provide free early education to children aged three.

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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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