Childminder in Oxfordshire

Inspection date

Previous inspection date 28 January 2016 Not applicable

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The childminder does not always make good use of interactions with babies to enable them to hear a wider range of language as part of their day-to-day experiences.  The childminder is not well focused on supporting parents to guide their children's development at home, which reduces opportunities to engage parents fully in their children's learning.  The childminder is not fully effective in working in partnership with other settings that children attend, which reduces opportunities to promote continuity in children's learning.

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It has the following strengths

 Children enjoy good relationships with the childminder. They are safe and secure in her care, and have their care needs met effectively. Children behave well and learn to respect others who differ from themselves.  The childminder has a good understanding of safeguarding procedures. She provides a safe environment and supervises children well.  The childminder provides a range of suitable resources and activities that help children make steady progress overall.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 develop the quality of teaching by improving interactions with babies so that they hear a broader range of words and language 28/03/2016

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Due Date

 develop partnerships with parents in order to engage parents fully in their children's learning. 28/03/2016

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Due Date

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

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Due Date

 develop partnerships with other settings that children attend, with particular reference to sharing information about children's progress, in order to promote continuity in their learning.

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Inspection activities

 The inspector carried out observations indoors and during a walk to collect children from a local school.  The inspector carried out a general joint observation with the childminder during the morning session.  The inspector talked to the childminder about her practice at appropriate points through the inspection.  The inspector sampled documentation, including children's assessment records, the childminder's self-evaluation form and training records.

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Effectiveness of the leadership and management requires improvement

The childminder has a suitable understanding of her responsibilities overall. Safeguarding is effective. The childminder keeps up to date with changes in legislation and knows what to do if she has concerns about children's welfare. The childminder evaluates her practice accurately and identifies areas for further improvement, including partnership working. However, she is slow to address these weaknesses and so the quality of the provision is not yet good. The childminder takes steps to attend relevant training, including first aid, safeguarding and food safety. This has helped her to improve her knowledge and understanding, such as reducing the risk of cross infection.

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Quality of teaching, learning and assessment requires improvement

Children enjoy their time with the childminder. Babies explore the environment with curiosity, moving freely to access a range of good-quality resources appropriate for their age. The childminder supports them well at times, such as through sharing books, demonstrating how to build towers and using number language. However, she misses many opportunities to use language more effectively to hasten babies' communication skills. Older children develop appropriate skills in early literacy and mathematical development, such as recognising letters and counting beyond 10. The childminder assesses children's development routinely and shares this information with parents verbally to keep them up to date. Although she has ideas of how to encourage learning at home, she is yet to implement these with parents to improve the outcomes for children. The childminder has some links in place with other settings that children attend, but does

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Quality of teaching, learning and assessment requires improvement

not routinely share information about children's progress to ensure continuity.

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Personal development, behaviour and welfare are good

Children are confident in the childminder's care. They have good opportunities to develop skills for independence and learning to stay safe. For example, the childminder carefully teaches them about road safety and fire evacuation. The childminder provides healthy snacks, and plenty of opportunities for fresh air and exercise. Babies are able to sleep and rest in accordance with their individual needs. The childminder changes their nappies sensitively to ensure that they stay comfortable throughout the day. Children learn about others' celebrations.

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Outcomes for children require improvement

Children make steady progress overall from their starting points in preparation for their next steps and for school. However, some weaknesses in language development for babies and partnership working for all children mean that they do not always have good opportunities to progress more quickly.

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Setting details

Unique reference number EY484565 Local authority Oxfordshire Inspection number 999575 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in Didcot, Oxfordshire. The childminder offers full-time care, Monday to Friday, all year, including out of school care.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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