Childminder EY454040

Inspection date

Previous inspection date 13 December 2016 3 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

 Children make good progress. The childminder responds well to children's interests. For example, children enjoy many creative opportunities that stimulate, engage and motivate them well while they learn.  Children are self-assured and secure in the childminder's care. For example, they make their own choices about their play and learn to express their ideas.  The childminder develops children's language skills well. For example, she uses opportunities effectively for children to recall events and she models words clearly.  The childminder supplements her home provision regularly with a wide variety of worthwhile outdoor experiences. For example, children attend local groups, parks and play centres. Children learn to socialise, and develop a good awareness of their local community and the natural world.  The childminder reflects effectively on her service. For example, she gathers feedback from parents and identifies for ways to improve, including noting children's interests

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It is not yet outstanding because:

 The children's knowledge and understanding of letters, and the sounds they make, is not as well supported as other aspects of their learning about early literacy.  The childminder does not make the best use of opportunities to share detailed information about children's learning and progress with other settings that they attend.

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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

 make the most of opportunities for children to extend their early literacy skills  extend further the partnerships with other settings that children attend.

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Inspection activities

 The inspector carried out a joint observation with the childminder, discussed learning activities, and assessed the quality and impact of teaching on the children's learning.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector sampled documentation, including the childminder's policies and children's records.  The inspector took account of the parents' views through their written comments.  The inspector discussed the childminder's self-evaluation processes and plans for improvement.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is confident in her safeguarding role and knows what to do if she has any child protection concerns. She keeps up to date with recent changes to safeguarding matters. This helps her to prevent children from being drawn into situations which put them at significant risk of harm. She has made useful improvements since her last inspection. For instance, she assesses children's starting points well and plans effectively for their next steps in learning. The childminder continues to update her skills and promote good outcomes for children. For example, she completes additional training to support her professional development and exchanges good practice with other childminders. She shares children's progress regularly with their parents. Parents are happy with their children's progress and the childminder's service.

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Quality of teaching, learning and assessment is good

The childminder observes and assesses children's progress effectively. She carries out accurate evaluations of children's learning, and plans carefully for their individual needs. She monitors children's progress closely and acts swiftly to identify any gaps in their learning. The childminder provides good learning opportunities for mathematical development which capture children's interests and help them to make good progress. For example, when they collect and count hens' eggs outside, and as they compare different stickers and sequins in their creative play. Children use their imaginations, such as when they excitedly create Christmas pictures.

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Personal development, behaviour and welfare are good

Children make independent choices from a range of resources. They are happy and feel safe. The childminder provides regular opportunities for outdoor play, such as walks in the local area. These occasions help to promote children's physical development well. The childminder promotes children's social skills effectively, for example, she takes children to local community groups. This helps children to learn about considering others' needs and effectively helps to develop their social skills. Children's behaviour is good.

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Outcomes for children are good

The youngest children gain the necessary confidence and skills to be ready for the next stage in their learning. Children are eager to engage in activities. They develop good communication and language skills and increase their vocabulary. Children learn good manners, positive attitudes and to respect others. They learn to share and take turns. Children make consistently good progress from their individual starting points. Children gain the skills they need to prepare them for their move to school or nursery.

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Setting details

Unique reference number EY454040 Local authority Oxfordshire Inspection number 1063074 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder registered in 2012. She lives in Carterton, Oxfordshire and is open each weekday from 6am to 6pm all year round. The childminder holds a playwork 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

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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