Hamilton-Clements, Lisa Maria

Inspection date

Previous inspection date 1 March 2017 23 May 2014

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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 makes effective use of every opportunity to introduce mathematics into children's play. For example, she counts as children add bricks to their towers and uses words, such as 'bigger' and 'more', to build on their mathematical language.  The childminder works in close partnerships with parents to build consistency in children's learning. For example, she asks parents to share their learning from home and includes parents in future plans for children's development. All children make good progress, given their starting points.  The childminder is friendly and welcoming and makes close relationships with the children. For example, she tends to their care needs and learning interests well.  The childminder helps children to eat healthily, exercise and learn to lead healthy lifestyles.  The childminder has effective ways to keep her knowledge and skills up to date to help improve outcomes for children.

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It is not yet outstanding because:

 The childminder misses opportunities for babies to explore natural materials and different textures in their play, to help them learn through using their senses.  The childminder does not offer regular chances for younger children to begin to learn more about people and communities around the world, to develop their awareness of diversity.

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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

 build on the opportunities babies have to experiment with a wider range of different textures and natural resources to help to increase their exploratory skills  provide further opportunities for young children to extend their understanding of the similarities and differences between themselves and others.

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Inspection activities

 The inspector toured the premises during the inspection.  The inspector talked to the childminder at convenient times during the inspection and evaluated the effectiveness of an activity with her.  The inspector observed children's play and activities.  The inspector sought the views of parents through their written feedback.  The inspector looked at a range of relevant documentation relating to safeguarding, policies and procedures, and learning and development documents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of safeguarding issues and the procedures to follow if she has a concern about a child's welfare. She reviews risks in the environment regularly and plans outings well to help keep children safe. The childminder has a secure understanding of her policies, such as those for medication and complaints, and follows procedures correctly. The childminder evaluates her provision well. For example, she makes good use of her feedback from parents to help her to identify her key strengths and plan future improvements.

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge of how children learn. She tracks children's progress regularly to help identify any gaps in their learning. The childminder has a clear understanding of how to plan future opportunities to challenge and extend children's outcomes. For example, she provides equipment and opportunities for young children to practise standing up and to encourage them to move around her home with ease. The childminder helps children to build a good vocabulary. For example, she repeats words regularly and young children begin to copy her sounds and words. Children can choose toys that help them begin to use technology in their play. For example, they press buttons to hear music and pretend to talk to others on toy phones.

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Personal development, behaviour and welfare are good

Children behave well and respond positively to the childminder's calm and consistent manner. The childminder makes good use of all opportunities to build children's self- esteem. For example, she offers them praise for their new achievements. Children have opportunities to be active through regular outings around their community. For example, they enjoy trips to local parks where they can use more challenging play equipment to develop their physical skills further. The childminder works closely with other providers, to continually share ideas and improve outcomes for children.

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Outcomes for children are good

Children show confidence and motivation to learn as they explore the childminder's home and make choices in their play. They make good progress towards their next steps in learning and the move to school. Children are beginning to develop their independence. For example, babies learn to drink from beakers and older children dress themselves confidently. Children learn to manage their own hygiene skills, such as hand washing, to help to prevent the spread of infection.

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Setting details

Unique reference number EY292362 Local authority Oxfordshire Inspection number 1068721 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

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Telephone number

The childminder registered in 2004 and lives in Long Hanborough, Oxfordshire. She operates her service on Monday to Friday, all year round. The childminder holds a relevant early years qualification.

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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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