Childminder in Oxfordshire

Inspection date

Previous inspection date 11 August 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides a welcoming play environment that offers children lots of choice and a variety of activities that cover all areas of learning.  Children make good progress from when they first start in the setting. The childminder uses her effective observation and assessment processes to plan activities relevant to children's individual learning needs and interests.  The childminder makes good use of ongoing discussions to support children's communication and language development effectively.  Children feel secure with the childminder and they enjoy positive relationships with her.  The childminder has a good understanding of safeguarding procedures and she takes sensible safety precautions for children to reduce the risk of accidents.  The childminder evaluates her practice well to identify her strengths and areas for development.

p.1

It is not yet outstanding because:

 The childminder sometimes misses opportunities to discuss behaviour expectations more fully with younger children. They do not always show that they fully understand how their behaviour affects others.  The childminder does not always make the most of opportunities to guide parents to extend their children's learning at home.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend opportunities for younger children to understand behaviour expectations to help them become more aware of the consequences of their actions and the feelings of others  extend partnerships with parents to further encourage and support children's learning at home.

p.2

Inspection activities

 The inspector observed activities indoors and outdoors.  The inspector talked to the childminder about her practice at appropriate points throughout the inspection.  The inspector looked at children's assessment records and questionnaires from parents.  The inspector looked at the childminder's self-evaluation form and evidence of her training and qualifications.

p.2

Effectiveness of the leadership and management is good

The childminder has a good understanding of her responsibilities. Safeguarding is effective. The childminder keeps up to date with safeguarding training and shows a good awareness of how to respond to concerns about children's welfare. The childminder works well in partnership with other professionals, such as other childminders, to update her skills that benefit children. She encourages parents to contribute to her self-evaluation process and they respond with many positive comments about her practice. The childminder has developed her practice. For example, she observes children to notice their interests, building these into ongoing activities to help extend their skills effectively.

p.3

Quality of teaching, learning and assessment is good

The childminder encourages children to join in, for example, by providing duplicate resources so that all children can take part in activities. The childminder makes suggestions and incorporates mathematical language to extend children's learning. She links activities effectively to children's learning needs. For example, she provides dolls, clothes and toy potties for children to play with to encourage skills in managing their own personal needs. The childminder works in partnership with parents and other professionals, to encourage continuity in children's care and learning. For example, she provides good information to parents overall, such as details of their children's progress.

p.3

Personal development, behaviour and welfare are good

The childminder supports children to behave well overall and to begin to cooperate with some boundaries. She teaches children how to keep themselves safe, such as ensuring that they understand established safety procedures. The childminder helps children to develop a positive approach to healthy lifestyles. For example, she encourages lots of play outdoors and provides nutritious meals. The childminder helps children to learn about and respect people who are different from themselves. For example, she uses a homemade book of pictures reflecting people from different backgrounds to encourage positive discussions with children.

p.3

Outcomes for children are good

Children are motivated and keen learners. They join in with activities readily and show good levels of concentration. Children become confident communicators, expressing their ideas and joining in with familiar songs. They develop good skills for independence, for example, persevering with hanging up a bag on their peg. Children develop an awareness of mathematical language and numbers, such as the idea of 'bigger' and 'smaller'. They engage in imaginative play linked to their personal experiences that helps them make sense of the world around them and practise their emerging skills. Children progress well towards their next stages in learning and for school.

p.3

Setting details

Unique reference number EY480146 Local authority Oxfordshire Inspection number 988284 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 4 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014. She lives in a village near Chipping Norton, Oxfordshire. The childminder offers care on weekdays all year round, including out-of- school care. She holds a diploma in childhood studies at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5