Childminder EY249170

Inspection date

Previous inspection date 10 May 2017 28 April 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

 Children make good progress in their learning and development. The childminder responds well to the children's interests. For example, children enjoy many sensory activities and opportunities that stimulate, engage and motivate them while they learn.  The childminder supports the children well. For instance, they are helped to be independent and do many things for themselves before asking for help. They feel safe and cared for in the childminder's home and behaviour is good. They learn to care for each other from an early age.  The childminder has established good partnerships with parents. For example, she values the exchange of development information so that children benefit from a shared approach to their learning.  The childminder is reflective of her provision. For example, she looks for ways to improve her setting, including feedback from parents and noting what interests the children have before planning the environment.

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It is not yet outstanding because:

 Although planning for children's next steps in learning is good, the childminder does not fully recognise valuable learning opportunities that arise during play to extend their literacy skills.  The childminder does not seek precise information about what children already know and can do from the outset to identify accurate starting points in 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

 place a sharper focus on extending the learning opportunities for literacy development during play and when planning for children's next steps  gather more precise information when children first start so that prior development and achievements can be considered fully when assessing their starting points to inform future planning.

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Inspection activities

 The inspector carried out a joint observation with the childminder, discussed activities and assessed the quality and impact of teaching on the children's learning.  The inspector spoke with the childminder and the children at appropriate times during the inspection.  The inspector looked at 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

The arrangements for safeguarding are effective. The childminder keeps up to date with safeguarding matters and changes through her own reading. She has a secure knowledge and understanding of what procedures to follow if she has a concern about a child's welfare. She implements policies and procedures and effectively shares these with parents. The childminder ensures that the premises and equipment are safe for children to use and to play safely. Overall, the childminder undertakes relevant training to build on her existing knowledge and skills. Parents' comment enthusiastically on the level of care, quality of the activities and the child-centred environment offered to their children.

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Quality of teaching, learning and assessment is good

Children enjoy a wide range of toys and materials that enables them to make independent choices in their play. Overall, the childminder effectively observes and assesses children's progress and plans carefully for their individual needs. She uses her good knowledge of children to support their learning and enthusiasm. For example, children interested in sensory activities delight in pouring, scooping and transferring pasta, spaghetti and rice into various containers in their pretend play. The childminder provides good learning opportunities for mathematical development which capture children's interests and help them to make good progress. For instance, they count and the childminder challenges them to compare shapes and sizes and explore colour to support their understanding further. Children show good imagination and language skills as they bake 'cakes' in the play kitchen for the childminder.

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Personal development, behaviour and welfare are good

Children are happy and settled. The childminder effectively supports children's confidence. For example, she positively encourages children's personal care routines and provides help while they practise these skills independently. Children enjoy healthy snacks and benefit from good opportunities to be physically active. The childminder makes effective use of opportunities in the wider community to support children to become more confident around others. Children learn to respect others that are different to them. They learn to manage their own behaviour and develop good levels of self-esteem. Older children develop good physical skills.

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Outcomes for children are good

Children make good progress and gain the necessary skills to be ready for school or the next stage of their learning. For example, younger children learn to recite numbers in the correct order and count accurately. They acquire valuable wider knowledge, particularly in their learning as they persevere at chosen activities and show ability to solve problems.

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Setting details

Unique reference number EY249170 Local authority Oxfordshire Inspection number 1091597 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 28 April 2015

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Telephone number

The childminder registered in 2002 and lives in the village of Grove, near Wantage, Oxfordshire. She operates all year round, Monday to Friday,. The childminder holds a childcare 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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