Childminder EY426574

Inspection date

Previous inspection date 23 June 2016 9 January 2015

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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 knows children well and creates opportunities to extend their learning, in relation to their interests. All children make good progress from their starting points.  Parents comment positively on the many activities that their children enjoy, including the progress that they make. They receive effective support from the childminder to extend learning at home.  The childminder has effective strategies in place to support children's good behaviour. She helps children understand their own feelings and that of others, and teaches them good manners.  The childminder values the views of parents and children to help her self-evaluate the quality of her provision. She identifies good practices to build upon and to improve her service further.

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It is not yet outstanding because:

 The childminder misses opportunities to explore ways to strengthen children's skills in early writing and to make connections between letters and their sounds.  The childminder does not always offer broader experiences for children to use their imagination and creative skills, with particular regard to exploring role-play opportunities.

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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

 provide more opportunities for children to make marks in a variety of different ways and to link letters with sounds, to strengthen their early literacy skills  increase opportunities for children to express their ideas and to be more creative in their play, to promote their imaginative skills fully.

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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, the childminder's key policies and procedures, and self-evaluation.  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 written feedback comments.

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Effectiveness of the leadership and management is good

The childminder is ambitious and keen to develop her skills. She has good strategies in place to promote her continuous professional development. For example, recent training on the different stages of child development has strengthened her teaching skills. The childminder uses effective processes to monitor children's progress and she shares this information well with others. For instance, she communicates regularly with parents about children's learning needs and works effectively with other professionals. All previous weaknesses have been addressed. For example, the childminder has improved her knowledge of first aid, including how to manage a medical emergency. She effectively uses her thorough improvement plans to enhance outcomes for all children. Safeguarding is effective. The childminder implements procedures to keep children safe from the risk of harm and she is alert to any sudden changes in their behaviour.

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Quality of teaching, learning and assessment is good

The childminder encourages children to enjoy learning together. She effectively supports them to take turns during activities, such as baking. She promotes their communication and language skills well. For example, the childminder is skilled at asking questions, which helps children to think and solve problems. She introduces new words to children during conversations to extend their vocabulary, such as 'lemon zest', 'grater' and 'sieve'. Children hear many references to mathematical terms, such as numbers, weights and fractions. There are opportunities to use modern technology, such as weighing scales. The childminder supports children with physical challenges. For instance, children learn to crack eggs and tap the sieve to add flour into the bowl.

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Personal development, behaviour and welfare are good

The childminder promotes children's sense of self, and helps them appreciate other people's differences and similarities. She is skilful in helping children be independent in all that they do. For example, she encourages children to care for their own needs, such as putting on shoes independently. The childminder enables children to handle tools, which have an appropriate element of risk, and supports their understanding of how to use them safely. For example, the childminder helps children learn to use the electric whisk. Children learn about the importance of healthy lifestyles. For instance, they know to wash their hands to prevent the spread of germs and learn what foods are good for their bodies. The environment is welcoming; the childminder organises resources so that children access them easily and to support their all-round development.

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Outcomes for children are good

Children are happy, cooperative and keen to learn. They take every opportunity to be involved in activities. Children develop the necessary skills in preparation for school.

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Setting details

Unique reference number EY426574 Local authority Oxfordshire Inspection number 1049439 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 9 January 2015

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Telephone number

The childminder registered in 2011. She lives in Banbury, Oxfordshire. She provides care during weekdays and operates her service all year round. The childminder holds a childcare 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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