Childminder EY377819

Inspection date

Previous inspection date 5 December 2016 4 February 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 regularly reflects on her practice and makes improvements. This has enabled her to maintain a good level of service since her last inspection.  The childminder works well in partnership with parents. For example, she works closely with them to develop a good understanding of children when they first start, to help her plan for their individual needs. She keeps parents informed about their children's progress and helps to support children's learning at home.  The childminder makes good use of observations to identify children's next steps in learning and plans a range of interesting activities that engages them well. She targets her teaching effectively and children make good progress.  The childminder provides a good range of opportunities to learn about the world in which we live and children learn to value themselves and each other. For example, she takes children out to places in the local community, encourages their natural curiosity

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This provision is good

and helps them to understand and respect differences.

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It is not yet outstanding because:

 At times, the childminder does not recognise when to give children more time to think and solve problems for themselves.  The childminder does not recognise all opportunities to support children's mathematical understanding.

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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 consistent support for children to think through ideas and solve problems for themselves  make better use of opportunities to support children's mathematical understanding to help them make even better 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' views.

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Effectiveness of the leadership and management is good

The childminder has established effective relationships with other professionals and helps to provide continuity in children's care and learning. Safeguarding is effective. The childminder knows how to seek advice and the correct procedures to follow if she has concerns regarding children's welfare. The childminder makes good use of risk assessments to ensure she keeps children safe. For example, she follows safe practices to support children's good health and hygiene after they help to feed the chickens she keeps in her garden. The childminder continues to develop her skills. For instance, she completes regular research to find new activities to engage children further.

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Quality of teaching, learning and assessment is good

The childminder supports children's communication and language development skilfully. For example, she listens carefully to what they say and introduces new words as they play. The childminder is effective in helping children develop their early literacy skills. For instance, she engages children well as she shares books with them and asks questions about illustrations to challenge their thinking and help to make links with their own experiences. The childminder plans activities that encourage children's natural curiosity and supports their understanding of the world. For example, children enjoyed exploring a polar landscape with ice, penguins and paper snowflakes.

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Personal development, behaviour and welfare are good

The childminder provides a warm and engaging environment. Children form good relationships with the childminder. She is attentive, caring and nurturing. Children are happy, settled and secure in her care. The childminder is a good role model and employs a range of strategies to help children learn to behave well. For instance, she encourages them to be kind and gentle, and teaches them to share resources and take turns. The childminder supports children's emotional development well. For example, she offers praise and encouragement throughout activities, helping children to develop their self- esteem and confidence. The childminder encourages healthy lifestyles effectively. For example, she provides healthy snacks, drinks and regular exercise.

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Outcomes for children are good

Children develop a good range of skills that prepares them well for their future learning. For example, young children make good progress with their language as they practise sounds and repeat new words confidently. Children progress well with their physical development. For instance, babies are motivated to practise walking and older children had fun as they operated switches for decorative lights and used tools to decorate a paper plate. Children are motivated to learn and explore confidently. For example, they focused their attention well as they explored a collection of Christmas objects.

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Setting details

Unique reference number EY377819 Local authority Oxfordshire Inspection number 1062200 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 5 Number of children on roll 10

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Name of registered person

Date of previous inspection 4 February 2013

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Telephone number

The childminder registered in 2008. She operates her service from her home in Middle Barton, in Chipping Norton, Oxfordshire. She works Monday to Friday from 7am to 6pm.

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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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