Childminder in Oxfordshire

Inspection date

Previous inspection date 17 February 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a secure understanding of how children learn and plans well towards their individual interests. Children make good progress in their learning.  The childminder constantly interacts and engages in play with children. She uses lots of repetitive language and makes good use of songs and props to help to build children's vocabulary. Children are confident speakers.  Children form close relationships with the childminder and explore her home with confidence. They settle into activities quickly and parents share positive views on the effective settling-in procedures that the childminder uses.  The childminder acts as a good role model, as she follows consistently good hygiene practices. She provides well-balanced and healthy meals for the children.  The childminder carries out regular self-evaluations of her provision and involves the views of parents when identifying her strengths and areas for future improvements.

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This provision is good

She has recently introduced new systems to monitor children's progress more closely.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to encourage children to practise their early writing skills through play and in activities.  The childminder does not provide a wide variety of experiences for children to begin to compare each other's similarities and differences and other people in the wider community.

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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

 increase the chances for children to practise their early writing skills during their play  strengthen the opportunities for children to begin to compare similarities and differences of each other and people in the wider community.

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Inspection activities

 The inspector conducted a tour of the premises during the inspection.  The inspector had a discussion with the children and the childminder.  The inspector observed children during activities indoors.  The inspector sought the views from parents through written feedback.  The inspector looked at a range of relevant documentation relating to safeguarding, policies and procedures, and learning and development documents.

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Effectiveness of the leadership and management is good

The childminder works well in partnerships with other professionals and parents to develop her provision and improve the outcomes for children. For example, she carries out regular group sessions with other childminders and parents to develop children's learning through songs and games, which parents can continue to do at home. Safeguarding is effective. The childminder keeps her knowledge up to date and attends regular training. She has a secure understanding of what to do and who to contact if she has a concern about a child's welfare. The childminder carries out regular checks around her home. She puts safety measures in place to minimise any potential risks to children and help to keep them safe.

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Quality of teaching, learning and assessment is good

The qualified childminder makes good use of her knowledge and childcare experience. She provides a wide range of activities and experiences for children. For example, children who have a strong interest in tractors are given plenty of opportunities to play with them through different types of play. The childminder provides push-along tractors and introduces other areas of learning, such as the names and noises of different types of farm animals. Children drive tractors and other vehicles through a wide range of different textures and natural resources, such as cereals and rice. They learn new words such as 'trailer' as the childminder sings and interacts with them sensitively through their chosen play. The childminder introduces mathematics well into children's play. For example, she encourages children to count objects in pictures of the stories they read. She provides plenty of resources that help children to begin to recognise shapes in their play. The

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Quality of teaching, learning and assessment is good

childminder has good partnerships with parents. She has built a strong two-way flow of information between parents to help to offer continuity in their learning.

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Personal development, behaviour and welfare are good

The childminder offers children a calm and welcoming environment. She knows the children well and responds to their care routines promptly and sensitively. For example, during nappy changes, the childminder sings with the children to help them to feel secure and content. The childminder helps children learn to share and take turns with each other regularly. Children behave well. The childminder understands the importance of forming partnerships with other settings that children attend.

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Outcomes for children are good

Children make good progress in all areas of learning. They learn new skills that help to develop their independence, such as washing their own hands before meals and snacks. This all helps to prepare them well for their next steps in learning and their move to school.

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Setting details

Unique reference number EY490969 Local authority Oxfordshire Inspection number 1021288 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 2 Total number of places 5 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 2015 and lives in Walton Manor, Oxford. She operates her service Monday to Thursday, all year round. The childminder has a relevant level 3 childcare qualification.

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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

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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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