Childminder in Cherwell

Inspection date

Previous inspection date 14 June 2016 18 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 developed the quality of her provision since her last inspection. She monitors and evaluates children's learning effectively and provides parents with regular assessments of their children's abilities, to support positive outcomes for children.  The childminder plans activities and challenges to help children make good progress, particularly in their physical, social and communication development. She uses effective teaching skills to extend children's knowledge and understanding.  Children play with enthusiasm and excitement. They engage well in planned activities and also follow their own ideas for play, using a range of toys and resources.  Parents receive regular information about their children's progress and the childminder helps them to support children's learning at home, to develop continuity for children. She has improved the quality of her communication with other settings that children

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It is not yet outstanding because:

 The childminder does not seek parents' points of view when using input from others to reflect on her practice, to help her improve the quality of provision even further.  The childminder does not fully encourage children's awareness of the similarities and differences between themselves and others, to develop their understanding of diversity.

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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

 strengthen the already good systems for self-evaluation and gain the views of parents, to improve practice even further  create more opportunities to develop children's understanding of their individual identity and their awareness of how they are similar or different to others, to fully develop their understanding of diversity.

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Inspection activities

 The inspector observed the childminder's interactions with children during daily play routines.  The inspector spoke to the childminder, children and parents at appropriate times throughout the inspection.  The inspector reviewed a range of documentation, including policies and procedures, and children's records.  The inspector viewed all the areas of the childminder's home that she uses for childcare purposes.

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Effectiveness of the leadership and management is good

The childminder has developed the quality of her teaching and assessments since her last inspection. She seeks the support from others to help her review and implement changes, such as the range of resources that children can access freely and the way that she observes and assesses how children learn. The childminder develops her knowledge and skills, to contribute to the overall improvement of her practice and the provision. Safeguarding is effective. The childminder has a clear understanding of local child protection procedures and what to do if she is concerned for children's safety. The childminder minimises hazards to children's safety and helps them understand how to keep themselves safe, such as when handling her pets and going on outings.

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Quality of teaching, learning and assessment is good

The childminder has strengthened the quality of her assessments and seeks parents' input from the start. She makes baseline assessments when children join and uses these to set children purposeful challenges in their play. The childminder follows children's interests and plans effective learning opportunities. Children develop good coordination and creative skills, such as when they make a train from cardboard boxes. The childminder asks children questions and uses mathematical language as children talk about what they are doing. Children count the total amount of wheels that they have added and consider if they need more or less, and use tools to stick the materials together. Children learn how to play with others and build positive relationships. The childminder helps children to take turns and share resources well.

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Personal development, behaviour and welfare are good

The childminder establishes close bonds with children, finding out about their needs and interests from parents when they first attend. She helps children to express themselves and begin to understand right from wrong. The childminder sets clear boundaries and expectations for behaviour. She encourages children to make their own decisions and they have access to lots of resources that support their play ideas. The childminder helps children to gain the skills they need to become ready for the next stage of learning, and to become emotionally ready for changes, such as moving on to school.

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Outcomes for children are good

All children behave well, and listen and respond to others positively, with support. Younger children show interest in drawing and develop early handwriting skills. Older children test out their own ideas and think about risk and how they can make sure that they play safely. Children play with imagination and creativity; for example, using toy telephones to pretend to call their favourite people.

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Setting details

Unique reference number EY371747 Local authority Oxfordshire Inspection number 1049036 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 18 December 2014

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Telephone number

The childminder registered in 2008. She lives in Bicester, Oxfordshire. The childminder offers childcare from 7.30am to 6pm every weekday, 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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