Childminder 133572

Inspection date

Previous inspection date 11 April 2017 23 February 2015

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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 uses her ongoing observations effectively to provide a wide range of activities that supports children's learning and interests. All children make good progress.  The childminder helps children develop a positive attitude to learning. For example, she offers them lots of praise and values their ideas. Children are motivated and confident.  The childminder keeps parents well informed about their children's progress. For example, she gives them detailed feedback about their children's achievements. She shares ideas with parents to help them to continue children's learning at home.  The childminder evaluates her provision well to make improvements that contribute towards children's good outcomes. For example, she has improved the focus on the different ways individual children like to learn, so they are able to build on their knowledge and skills in the way that suits them best.

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It is not yet outstanding because:

 The childminder does not give children enough opportunities to build as far as possible on their good independence and problem-solving skills.  The childminder does not ask parents to share everything they know about what their child already knows and can do on entry, to fully support her initial planning for their learning.

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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 help themselves and find their own solutions to the problems they encounter  gain more detailed information from parents about their child's development when they first start and make more use of this to further support children's initial learning.

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Inspection activities

 The inspector observed activities and spoke to the childminder and children at appropriate times.  The inspector looked at a range of documentation. The inspector spoke to the childminder about how she evaluates the effectiveness of her provision.  The inspector observed the quality of teaching and she and the childminder jointly evaluated the effectiveness of the childminder's interactions with children.  The inspector checked the evidence of the childminder's training.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her safeguarding responsibilities. She knows the procedures to follow in the event of any child protection concerns. The childminder's home is safe and secure. She minimises risks both inside her home and on the outings she undertakes with the children. The childminder reflects on her practice to help identify where improvements can be made. For example, she uses her checks of children's progress to help her address any weaker areas in children's learning. The childminder engages well with professional development to improve her teaching and children's skills. For example, she has made good use of knowledge gained through training to help younger children develop their early speaking skills. She regularly seeks information from parents and other settings children attend to help her provide good continuity for children.

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Quality of teaching, learning and assessment is good

The childminder gets to know the children she cares for well. Children benefit from her positive interactions to encourage their learning. The childminder promotes children's mathematical development effectively from a young age. For example, she helps two- year-old children to recognise different shapes and colours as they enjoy drawing. The childminder provides many opportunities for children to create and be imaginative. For instance, children enjoy taking part in cooking activities or pretending to drive to the shops on wheeled toys. The childminder helps children learn songs and develop their understanding of stories in many fun ways. For example, children enjoy choosing interesting objects and singing about them.

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Personal development, behaviour and welfare are good

The childminder supports children's emotional and physical well-being effectively. She provides many opportunities for children to follow a healthy lifestyle. For example, she helps them take part in daily energetic play outdoors. The childminder successfully teaches children good hygiene practices, such as cleaning their hands before eating. Children enjoy many opportunities to play cooperatively with their friends. The childminder helps them to develop a strong understanding of right and wrong.

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Outcomes for children are good

All children are working within the range of development expected for their age. They consolidate new learning in many ways. For example, younger children used different utensils to mix ingredients as they made cakes and then later practiced the action of stirring as they played in the sand pit. Children regularly explore different materials using their senses. Older children learn to write their names, count and recognise shapes. All children develop the skills they need for the move on to nursery or school.

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Setting details

Unique reference number 133572 Local authority Oxfordshire Inspection number 1089473 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 23 February 2015

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Telephone number

The childminder registered in 1994 and lives in Banbury, Oxfordshire. She works Monday to Friday, all year round, excluding bank holidays and family holidays. The childminder provides care for children from 7.30am to 6pm.

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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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