Childminder EY450630

Inspection date

Previous inspection date 7 November 2016 18 October 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 works well in partnership with parents to meet children's needs. For example, she has frequent discussions with parents about their children's progress and well-being, and helps them to support children's learning at home.  The childminder makes good use of observations to identify children's next steps in learning to help children make good progress.  The childminder is skilled in helping children develop their thinking skills. For example, she gives children time to test out their own ideas, respond to suggestions and solve problems independently.  The childminder builds good bonds with children. She is calm and caring, and children are happy, secure and ready to learn. Children's behaviour is good.  The childminder teaches children about how to keep themselves safe. For example, she practises regular fire drills, carefully supervises play and gives children opportunities to explore and manage risks.

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It is not yet outstanding because:

 At times, the childminder misses opportunities to support children to make choices about their play and build on their interests, particularly for those children who prefer to learn outdoors.  The childminder does not make the most of all opportunities to extend children's mathematical understanding to help them make the best possible progress.

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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

 improve planning to make better use of outdoor play, to help those who learn best outside  make full use of opportunities to extend children's early mathematical skills as they play and explore, to help them make the best possible progress.

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Inspection activities

 The inspector observed the quality of teaching indoors and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times during the inspection, and carried out a joint evaluation of the teaching and learning.  The inspector viewed the areas of the childminder's home used by children.  The inspector looked at relevant documentation such as policies and children's records.  The inspector took account of parents' written views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows the correct procedures to follow if she has concerns regarding children's welfare. She undertakes thorough risk assessments to keep children safe. The childminder reflects on her practice effectively. She makes positive changes that improve children's learning experiences and includes the views of parents and children. For example, she makes changes to the learning environment to support children's needs and interests. The childminder has established good partnerships with other settings children attend. For example, she regularly shares information to provide continuity in children's care and development.

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Quality of teaching, learning and assessment is good

The childminder helps children to develop their communication and language skills. For example, she interacts well with children as she joins in with their play, repeats key words and provides age-appropriate support. The childminder effectively supports children's early literacy skills. For instance, she provides a range of books that interests children and plans opportunities for them to develop their understanding of rhymes. The childminder supports children's physical development effectively. For example, she encourages them to join in with soft-ball games indoors and provides a range of engaging construction resources.

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Personal development, behaviour and welfare are good

The childminder teaches children about their responsibilities well and supports their independence. For example, tidy-up routines are firmly established and children help, sometimes without prompting. The childminder supports children's emotional development well and is sensitive to the needs of children in her care. For example, children respond well to the praise and encouragement they receive for their successes. The childminder follows good hygiene practices and encourages healthy choices. For instance, she encourages parents to provide healthy lunchboxes and snacks. The childminder is a good role model. She manages children's behaviour effectively and teaches them to share and take turns. Children learn about differences in the wider world and are caring and respectful.

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Outcomes for children are good

Children are engaged, motivated to learn and well prepared for their next stage of learning. They develop a good range of skills. For example, young children develop good communication and language skills. They make sounds, using some familiar words, and communicate their wishes clearly. Children are curious and at ease as they explore the learning environment, and lead their own play confidently. For instance, they were interested as they handled sensory bottles and observed the different effects created.

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Setting details

Unique reference number EY450630 Local authority Oxfordshire Inspection number 1062832 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 18 October 2013

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Telephone number

The childminder registered in 2012. She operates her service from her home in Abingdon, Oxfordshire. She offers her service on Monday to Thursday from 8am to 5pm, all year round. She holds a relevant early years qualification at level 3. The childminder receives funding to provide free early education for children aged two, three and four years.

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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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