Childminder in Oxfordshire

Inspection date

Previous inspection date 14 December 2016 29 January 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 reviews her provision effectively to improve her practice. She identifies strengths and weaknesses and focuses on improving the service she provides.  Children learn about the wider world and the local community, for example, through the celebration of festivals and cultural events. Children have access to resources that help them learn about the similarities and differences between them and other people.  Partnership with parents is strong. The childminder communicates effectively to keep them up to date with their children's progress and the activities she provides.  Children are encouraged to have new experiences to enrich their learning. For example, they enjoy exploring musical instruments and start to express themselves through the different sounds that they make.  The childminder monitors children's learning to identify any emerging gaps in their development and provide appropriate support, to improve outcomes for children and

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It is not yet outstanding because:

 The childminder has not established highly effective partnerships with other providers, to help promote a more collaborative approach to children's learning and development.  The childminder does not build on assessment systems to precisely identify the children's next steps in learning and help them achieve at a higher level.

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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

 extend partnerships with other settings children attend to share a wide range of information to help support continuity of children's learning  refine the assessment process so that information about what children need to learn next is more precise, sharply focused and used effectively to help children make the best possible progress.

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Inspection activities

 The inspector observed the childminder interacting and playing with the children.  The inspector held discussions with the childminder in relation to observations of children's play, learning and progress.  The inspector took into account the views of parents.  The inspector sampled documentation including training certificates, policies and procedures, and assessment records.  The inspector undertook a tour of the premises.

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Effectiveness of the leadership and management is good

The childminder is committed to continually developing her practice. She takes opportunities to extend her knowledge further and improve outcomes for children. The childminder seeks new ideas through training, regular childminding network meetings and online information. As a result, her policies and procedures are current and continually evolve to reflect new initiatives and new ideas help to promote children's learning. The arrangements for safeguarding are effective. The childminder has a good understanding of child protection practice. She knows what to do if she has concerns about a child's welfare or development.

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Quality of teaching, learning and assessment is good

The childminder supports children's developing communication and literacy skills well. For example, she reads their favourite books and encourages them to learn about what they see; for example, the sounds the different textures make. The childminder encourages young children's attempts at communication well and repeats their words to develop their confidence. Children have good opportunities to develop their physical skills. The childminder provides children with a good selection of resources which helps them to practise their early writing skills. The childminder supports children who speak English as an additional language well and treats every child as an individual.

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Personal development, behaviour and welfare are good

The childminder knows the children well; she follows their routines to help them to feel secure and happy in her setting. The childminder allows children time to make choices about their play. She arranges the resources to allow children to access them independently. The childminder is very sensitive towards the emotional needs of the children in her care. She provides children with opportunities to be sociable including through visiting local toddler groups, soft-play areas and singing groups. Children learn to be confident in new situations and are able to play cooperatively with their peers. Children have lots of opportunity to run around in the fresh air and get plenty of exercise.

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Outcomes for children are good

Children make good progress and are eager to take part; they are active and engaged in the opportunities available to them. For example, they learn to climb the ladder to the slide and enjoy regular outings to the park, museum and local groups with the childminder, where they use challenging large play equipment to develop their control and coordination. They develop their creative skills and use their imagination well. Children show good independence and a positive attitude to do things for themselves. They gain important skills that prepare them well for future learning and the next stage in their learning including moving on to school.

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Setting details

Unique reference number 134374 Local authority Oxfordshire Inspection number 1061380 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 29 January 2013

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Telephone number

The childminder registered in 1993 and lives in Witney, Oxfordshire. The childminder offers care each weekday, throughout the year.

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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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