Childminder EY449537

Inspection date

Previous inspection date 6 June 2016 29 January 2013

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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

 Since her last inspection, the childminder has made many improvements in her provision. For example, her assessments of children's learning and development are accurate, and include ongoing information provided by parents. She uses these assessments to build opportunities for children to reach the identified next steps in learning.  All children make good progress in their learning and development from their starting points. They develop the key skills they need so that they can move on to the next stage of their education, such as school, with ease.  The childminder builds good relationships with children and they behave well. She provides lots of praise and encouragement. She builds their confidence and self-esteem effectively.  The environment is welcoming and well maintained. For example, the childminder carries out daily visual and written risk assessments to help ensure children's safety.

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It is not yet outstanding because:

 The childminder does not always focus her teaching as well as possible, to extend fully the learning for children of differing abilities involved in the same activity.  The childminder does not share detailed information with other settings children attend consistently, to provide continuity of care and learning.

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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

 seize all opportunities to help all children extend their thinking and skills consistently  improve further information sharing with other providers of children's early years care, to inform planning, to help children make the best possible progress and experience the highest levels of continuity.

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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, her local authority advisor 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 has clear procedures to follow if she is concerned about a child's welfare. The childminder makes effective use of professional development opportunities. For example, she shares information regularly with other professionals at her local children's centre and meets with her local authority adviser. She makes good use of this information to identify and target priorities for improvement, and to keep up to date with new requirements. For example, she has extended opportunities for children to make links in their learning as they play. She shares her regular checks on children's progress with parents, to identify and address any gaps in their development. She suggests ways to extend children's learning at home.

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Quality of teaching, learning and assessment is good

The childminder provides a good range of toys and resources to support children's learning and involvement. She builds learning opportunities around their interests. For example, children were interested in farms, so she planned a visit to a farm to pick fruit. They later enjoyed using the new words they had learnt about farm machinery and playing imaginatively with a model farm in the setting. The childminder supports children's communication and language skills effectively. For example, her sensitive interactions help the youngest children to copy sounds and words. The childminder provides good levels of challenge to develop children's physical skills. For example, she encourages younger children to practise turning the pages of a book. Children gain early literacy and mathematical skills in many play activities. For example, younger children identify different environmental sounds and older children sound out letters.

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Personal development, behaviour and welfare are good

The childminder helps children to settle in very quickly, ensuring they experience similar care routines to those at home. Children are confident and get along together. The childminder encourages children to explore their emotions in a positive way and they learn to understand similarities and differences. Children learn about living a healthy lifestyle in many ways. For example, the childminder talks to children about healthy choices and reminds them about keeping safe as they play.

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Outcomes for children are good

Children make good progress. They are active and independent learners, who develop positive attitudes towards learning. They choose their own play and concentrate for extended periods. For example, children enjoyed helping themselves to paint and creating different effects with colour and different-sized brushes. Children use trial and error as they explore their own ideas. They gain many self-help skills; for instance, older children manage different fasteners and younger children help take off shoes.

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Setting details

Unique reference number EY449537 Local authority Oxfordshire Inspection number 1049685 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 29 January 2013

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Telephone number

The childminder registered in 2012. She offers care in Botley, Oxfordshire from 7.30am to 5.30pm daily. The childminder holds a relevant early years qualification at level 3.

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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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