Childminder 134754

Inspection date

Previous inspection date 3 March 2017 6 June 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 observes children and monitors their progress regularly to help identify any gaps in their learning. All children are making at least typical progress.  The childminder uses her strong partnerships with parents effectively to encourage consistency between the home and childminding settings. For example, she keeps parents well informed of their child's progress and gathers regular information about their learning from home, including their changing interests.  Children develop good social skills. For example, very young children learn to share resources and show kindness for others, such as comforting other children if they cry.  The childminder encourages children to become independent. For example, older children learn to use the toilet and dress themselves, and younger children learn to drink from cups.  The childminder offers a warm, welcoming and homely environment for children and

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This provision is good

prioritises their safety. For instance, she takes swift action to remove any hazards identified in her risk assessments and reviews children's safety following any accidents.

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It is not yet outstanding because:

 The childminder does not make full use of all professional development opportunities to help her raise standards further and improve the already good outcomes for children.  Children do not have regular opportunities to explore and extend their creative skills.

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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

 develop knowledge and skills further to provide more challenging experiences for children and to help them make higher rates of progress  increase the opportunities for children to develop their creative skills and explore new textures.

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Inspection activities

 The inspector toured the premises during the inspection.  The inspector talked to the children and the childminder at convenient times during the inspection.  The inspector observed children's play and evaluated an activity with the childminder.  The inspector sought the views from parents through 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

The childminder self-evaluates her provision effectively to help her reflect and plan for future improvements. Since her last inspection, the childminder has used different ways to gather the views of parents to involve them in her improvement plans. Safeguarding is effective. The childminder has a good understanding of her responsibility to protect children and what to do if she has concerns about a child's welfare. The childminder forms strong links with other early years settings that children attend to help her to provide continuity for their care and learning.

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Quality of teaching, learning and assessment is good

The childminder plans well towards children's interests to help them to remain engaged in activities for long periods. She supports children's problem-solving skills effectively. For example, when a programmable toy is not working she encourages them to work out how to fix it first, before offering suggestions. The childminder engages in lots of pretend play with the children. For example, she encouraged children who were enjoying playing with dolls to pretend to take on responsibilities, such as nappy changes, to develop their imaginative skills further. The childminder makes the most of everyday opportunities, such as counting at snack time, to develop children's mathematical skills.

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Personal development, behaviour and welfare are good

The childminder is caring and welcoming. She makes close relationships with the children. For example, they cuddle her for comfort when they start to become tired. The childminder carefully considers every child's individual needs. For example, she provides comfortable areas for those who need a rest. The childminder is a good role model and teaches children how to look after resources. For example, she teaches children to care for books and other resources. The childminder helps to build children's understanding of different cultures and communities through a wide range of experiences and resources. For example, the childminder takes children on outings to the local shops and parks to meet other people in the community. The childminder supports children's healthy lifestyles in a variety of ways. For example she provides well-balanced snacks and lunches and ensures children experience daily physical exercise.

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Outcomes for children are good

Children are happy and motivated. They confidently explore their surroundings and show good levels of independence as they make choices about their play. Children are developing good communication skills. For example, they learn new words that help them to share their lunch choices with the childminder. Children learn a good range of skills to help them be prepared for their next stage of education at nursery or school.

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Setting details

Unique reference number 134754 Local authority Oxfordshire Inspection number 1068494 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 6 Number of children on roll 5

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Telephone number

The childminder registered in 1993 and lives in the village of Long Hanborough, in Oxfordshire. She holds a relevant qualification at level 3. The childminder operates her service from Monday to Friday, all year round.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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