Childminder in Oxfordshire

Inspection date

Previous inspection date 3 November 2016 1 May 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

 The childminder provides exciting activities and resources that help children achieve the next steps in their development. All children make good progress in their learning.  Children make particularly good progress in their personal, social and emotional development. For example, children who are more reluctant to share and accept boundaries learn to behave well and establish good relationships with each other.  The childminder is particularly skilled at supporting children of different ages and stages of learning who are involved in the same activity. For example, she skilfully asks children questions and makes suggestions to match children's levels of understanding.  The childminder reflects on her practice effectively to find out what is going well and what she can improve. She considers the views of parents and children and uses these to benefit children's learning.

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It is not yet outstanding because:

 The childminder does not seek detailed information from parents about their children's development on entry to her setting to help her quickly help children in areas of development in which they are less confident.  The childminder does not make the best use of her partnerships with other settings that children attend, to ensure children experience high levels of continuity in their 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

 gain a clearer picture of children's starting points to help tailor activities to extend each child's learning from the earliest opportunity  develop the partnerships with other settings children attend to share more information, to support a consistent approach to their learning.

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Inspection activities

 The inspector talked with the childminder and children at appropriate times and observed the quality of teaching.  The inspector looked at a range of documentation including records of children's learning, risk assessments and some policies.  The inspector and the childminder evaluated the effectiveness of an activity together.  The inspector checked the qualifications and training of the childminder, along with evidence of suitability.  The inspector considered the written views of parents and spoke to parents on the day of the inspection.

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Effectiveness of the leadership and management is good

The childminder is organised and manages her provision well. Safeguarding is effective. She is clear about signs that would give her cause for concern and the procedures to follow to protect children's welfare. For example, the childminder knows how to identify any children who may be at risk of harm from extreme behaviours and views. She monitors children's progress over time to help her plan activities that challenge their skills. The childminder takes opportunities to build on her professional practice and use her new knowledge. For example, she has improved opportunities for younger children to learn by exploring with their senses. She provides detailed information for parents about their children's learning. For example, she talks to them daily and sends texts, and provides opportunities for them to read their child's learning records. She helps parents make links with other professionals, if necessary, for any additional help for their child.

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Quality of teaching, learning and assessment is good

The childminder is enthusiastic about helping children learn and develop. She plays alongside them during activities and supports their learning effectively. The childminder helps children follow their creative ideas and supports their communication effectively. For example, while they explored the different textures of objects, she offered a range of describing words for older children to copy and repeated simple naming words for younger children. The childminder consistently builds on children's mathematical awareness. For example, as children play with the cars, she encourages older children to count and recognise numbers and shapes.

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Personal development, behaviour and welfare are good

The childminder actively supports and nurtures children's emotional and physical well- being. Children are confident and motivated. The childminder helps children gain an appropriate understanding of how to keep safe as they play. She encourages children to look after themselves and to lead a healthy lifestyle such as regular physically active play outdoors. The childminder gives children lots of compliments on their achievements and efforts, which help to develop their high self-esteem.

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Outcomes for children are good

Children gain good levels of independence. They make choices about the activities they want to do and manage daily care routines. Babies and toddlers learn the basic skills for future learning well such as learning to walk and to feed themselves. Children develop good early literacy skills. For example, young children listen to and enjoy books, stories and rhymes and older children confidently learn to recognise the sounds of letters. Children are making good preparation for their future learning including starting school.

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Setting details

Unique reference number EY451694 Local authority Oxfordshire Inspection number 1062912 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 11

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Telephone number

The childminder registered in 2012. She lives in Carterton, Oxfordshire. The childminder provides care from 7.30am to 6pm daily throughout the year, excluding bank holidays and family holidays.

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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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