Childminder 134352

Inspection date

Previous inspection date 26 May 2016 28 February 2011

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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 makes effective use of her systems for assessing and monitoring children's learning and care needs to ensure they make good progress.  Information sharing with parents is effective in helping the childminder meet children's needs. For example, she tailors routines, such as sleep times, based on ongoing daily information and helps older children develop their personal hygiene and self-care skills.  Children learn positive social skills from an early age through many opportunities. For example, the childminder encourages them to mix with other children at various children's groups and they are well included in family meal times, such as breakfast.  The childminder reflects on her provision regularly and improves the setting to benefit children. For example, she has tailored activities to support children's changing interests and improved art activities for older children.

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It is not yet outstanding because:

 The childminder does not always fully promote opportunities for babies and toddlers to explore a variety of textures and media using their all of their senses.  The childminder does not fully focus her programme of professional development on enhancing her knowledge and skills to raise the quality of teaching to the highest levels. For example, she is not confident in her understanding of how to teach children about linking sounds to letters.

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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

 extend opportunities to stimulate children's early interest in creative and sensory experiences  ensure professional development opportunities focus even more sharply on developing the highest quality of teaching, with particular regard to improving knowledge of teaching children about sounds that letters make.

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Inspection activities

 The inspector observed activities as the childminder interacted with children.  The inspector looked at a range of documentation, including records of children's learning and a sample of policies. The inspector explored the childminder's self- evaluation process.  The inspector spoke with the childminder and children at appropriate times, and observed the quality of teaching and the impact this had on children's learning.  The inspector checked the qualifications and training of the childminder, along with evidence of suitability.  The inspector considered the views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder demonstrates a clear understanding of child protection procedures and her role in promoting children's welfare. She makes safety a priority in her home, and carries out regular effective risk assessments. She has established systems to record and monitor children's development. She meets children's individual needs and stages of development by planning appropriate activities for their future learning. The childminder has established good links with the local childminders' network and carries out regular research as part of her professional development. She uses this to keep up to date with new requirements and to try out new ideas to improve her practice.

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Quality of teaching, learning and assessment is good

Overall, the experienced childminder uses her understanding of children's development to provide many purposeful activities to promote children's learning and skills. For example, toddlers enjoy the challenge of turning thick pages of a cloth book, before they move on to turning thin paper pages. The childminder provides lots of chances for children to develop their speech and language. For example, she sings with children and repeats simple words consistently. She encourages children to make links in their experiences and learning. For example, toddlers who had seen a squirrel in a book then had the opportunity to watch them scamper in the park.

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Personal development, behaviour and welfare are good

The childminder offers a very calm and friendly environment. Children benefit from warm, supportive relationships with her. She recognises when babies need sleep or nappy changes, and follows their individual needs and routines sensitively. Children settle in quickly, and explore the childminder's home with confidence. Children receive good support for their physical well-being as they learn to engage in a healthy lifestyle. For example, the childminder takes children to local parks regularly to extend their physical skills further. The childminder teaches children about how to keep safe throughout the day. For example, she reminds toddling children to hold on to furniture as they steady themselves. The childminder helps children learn to share and to take turns as she plays alongside them. They learn to behave well.

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Outcomes for children are good

Children participate in a variety of activities demonstrating their independence and self- care skills as appropriate to their development stage, such as feeding themselves. Toddlers who are learning to babble manage to express their needs clearly and confidently. Children develop the skills they need for the next stage in their learning and school, as they progress well towards the early learning goals.

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Setting details

Unique reference number 134352 Local authority Oxfordshire Inspection number 1034896 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 28 February 2011

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Telephone number

The childminder registered in 1985. She operates her service daily between 8.30am and 5.30pm throughout the year. She provides care in the town of Witney, Oxfordshire.

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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

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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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