Childminder EY456282

Inspection date

Previous inspection date 16 December 2016 10 July 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 well-qualified childminder uses her observations and assessments well to highlight children's achievements and plan the next steps in their learning.  Children make good progress. The childminder stimulates good communication and language development. For example, she encourages children to engage in conversation and to extend their thinking and vocabulary well.  The childminder has good relationships with children. Children are happy, safe and secure in her company. They enjoy the interactions and close contact that they share.  Children develop good social skills and behave well. The childminder is calm, gentle and consistent in her approach to behaviour management. She teaches children the importance of sharing and working together.  The childminder forms successful partnerships with parents and other professionals. They work together effectively to meet children's needs.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to help children increase their understanding of mathematical shapes, sizes and measures.  At times, the childminder does not provide enough challenging resources for building on children's interest and curiosity in how things work.

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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

 give children every opportunity to extend their understanding of mathematical shapes, sizes and measures  extend the range of resources for building on children's interest and curiosity about how things work.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector and the childminder observed children during activities and completed a follow-up discussion about children's learning and progress.  The inspector checked evidence of the childminder's suitability checks and her training and qualifications.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of the views of parents provided in their written feedback and meetings with them.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is confident about child protection issues and the procedures to follow to support children's welfare. She supervises children well to keep them safe from harm. She checks the environment to help children stay safe in her home and when on outings. She updates her skills and knowledge and keeps up to date with any changes to legislation. For example, since the previous inspection, she has gained higher childcare qualifications. She meets with other childcare professionals to share and observe effective practice, for example, at the local children's centre. She evaluates her practice well by gaining feedback from parents and children to help her improve her service effectively.

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Quality of teaching, learning and assessment is good

The childminder is knowledgeable about children's learning and development and is committed to improvement. She uses her accurate assessments to help children achieve what they need to learn next. The childminder supports children's creative skills well. For example, she stimulates children to try their own ideas when using different coloured icing and trimmings to decorate their gingerbread men biscuits. She encourages children to develop their hand-to-eye coordination effectively, for example, when building towers with their construction kits. She skilfully seizes opportunities for counting, for instance, helping children to count toy bricks as they add them to the castles they have built.

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Personal development, behaviour and welfare are good

Children develop good social skills and a good understanding of their local community. For example, they enjoy regular outings and attending different social groups. Children develop good levels of independence. They tidy resources and activities away to keep themselves and others safe. Children learn good hygiene routines. For instance, they independently wash their hands before snack time. They develop their understanding of how to lead healthy lifestyles well. They develop good physical skills and have plenty of opportunities for fresh air and physical activity. These include walks to the local park, practising running and chasing, and playing in the garden.

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Outcomes for children are good

Children make good progress from their starting points and acquire the skills they need for their next stage in learning and their eventual move to school. Children are inquisitive and enthusiastic learners. They make good progress in developing their speaking and listening skills and their interest in books. For example, they love sharing stories with the childminder. They listen well, for instance, as the childminder demonstrates the meaning of new words to extend their thinking and vocabulary. Children eagerly make marks with chalks in the outside area and successfully use brushes, paints and coloured pens.

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Setting details

Unique reference number EY456282 Local authority Oxfordshire Inspection number 1063184 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 10 July 2013

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Telephone number

The childminder registered in 2013. She lives in Kennington, near Oxford. She provides care on Tuesday, Wednesday and Friday from 9am to 4pm during term time. She holds a relevant early years qualification at level 3.

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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

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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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