Childminder 133919

Inspection date

Previous inspection date 13 June 2016 3 December 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 good knowledge of children's development. She offers them a wide range of interesting experiences to extend their learning. All children make good progress from their starting points.  Parents remark on the good progress that their children make and they say that they feel informed about their children's learning. They value the childminder's good advice and suggestions, which help them to support learning at home.  The childminder successfully encourages healthy eating. For example, she talks to parents about healthy lunch choices, and uses positive words to encourage children to eat healthy snacks and meals.  The childminder values the comments of parents and other professionals when evaluating the quality of her provision. She uses feedback effectively to build on good practice and to work on areas for further improvement.

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It is not yet outstanding because:

 The childminder misses opportunities to encourage children to think of solutions as to why and how things happen, to extend their knowledge of the wider world.  The childminder does not make the most of all opportunities to extend children's literacy skills, with particular regard to exploring letters and their sounds.

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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

 continue to explore further ways for children to investigate and explore how things work, to extend their understanding of the world  provide a broader range of opportunities for children to link letters and their sounds in different ways, to strengthen their early literacy skills.

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Inspection activities

 The inspector observed children's play and learning during the inspection.  The inspector sampled a range of documentation, including children's developmental records, and the childminder's key policies and procedures.  The inspector conducted a joint observation with the childminder and discussed the findings.  The inspector took account of children's and parents' views through discussions during the inspection, and by sampling letters and written feedback comments.

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Effectiveness of the leadership and management is good

The childminder is motivated to improve her skills. She discusses practice with her assistant, who helps her out very occasionally, to ensure consistency. The childminder keeps her knowledge up to date, such as through good partnerships with other professionals, reading literature and accessing training. For example, recent training has heightened the childminder's knowledge of child protection issues, including her awareness of sudden changes in children's lives and behaviours. Safeguarding is effective. The childminder uses effective processes to monitor children's development and shares this information well. For example, she communicates regularly with parents about children's learning needs and works effectively with other professionals. The childminder has successfully addressed previous weaknesses relating to healthy lifestyles. She effectively uses her thorough improvement plans to improve outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder makes good use of her environment, such as to encourage children to share resources and engage their interest in learning. She supports their communication skills well. She encourages children to talk and she listens to them when they speak. The childminder creates many opportunities to build children's mathematical understanding. For instance, she talks about colours, the position of objects, and helps children to count, while they play with cars and trucks. Children benefit from many opportunities to enhance their physical development. For example, babies learn to pull themselves up to stand and take their first steps, while older children explore scooters and trikes.

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Personal development, behaviour and welfare are good

The childminder builds trusting relationships with children. She offers affection and uses encouraging language. The childminder helps children to gain skills in taking care of themselves. For instance, children are becoming aware of their bodies and learn to respond independently to challenges, such as managing their clothing during personal care routines. The childminder encourages good behaviour and manners. She supports children to understand differences and similarities between themselves and others. She creates opportunities for children to take appropriate risks and learn about their own safety, such as when learning to climb. The childminder provides suitable provision for children to rest when tired.

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Outcomes for children are good

Children are curious to learn and ask many questions, such as when making new discoveries. They are settled and they continue to gain a strong foundation for their learning, in preparation for school.

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Setting details

Unique reference number 133919 Local authority Oxfordshire Inspection number 1048681 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 3 December 2014

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Telephone number

The childminder registered in 1989. She lives in Bicester, Oxfordshire. Occasionally, the childminder works with her husband, who is registered as her assistant. She provides care during weekdays and operates all year round.

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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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