Childminder in Oxfordshire

Inspection date

Previous inspection date 23 May 2017 8 May 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder offers a welcoming and nurturing environment and children settle in promptly. She forms close relationships with children and responds well to their individual needs. For example, she recognises when they are tired and offers them some quiet time and a place to sleep.  The childminder helps to develop children's communication and language skills well. For example, she constantly encourages children to share their thoughts and knowledge.  The childminder forms strong links with other settings that children attend. She shares plenty of information with other professionals to offer consistency in children's learning.  The childminder carries out thorough risk assessments in her home and when on outings to help keep children safe. Children learn to wait and look carefully before they cross the road.  Children make good progress, given their starting points. The childminder has a good

p.1

This provision is good

understanding of each child's next steps in learning and plans well to support them.

p.1

It is not yet outstanding because:

 The childminder does not seek parent's views and suggestions to help raise the quality of her service and extend outcomes for children.  The childminder does not help children learn to value their own and learn more about other people's similarities and differences and celebrate diversity.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 seek suggestions from parents to help reflect on and develop the provision to the highest possible levels  help children to learn more about the similarities and differences between themselves and others.

p.2

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 spoken to during the inspection and through written feedback.  The inspector looked at a range of relevant documentation relating to safeguarding, policies and procedures, and learning and development progress documents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of what signs and symptoms might cause her concern about a child's welfare. She knows how to report her concerns to help keep children safe. The childminder makes good use of training to keep up to date and makes changes to her practice to benefit outcomes for children. Overall, the childminder has made improvements to her provision, for example, she has helped children to learn more about technology in their play and learning since the last inspection. The childminder encourages children to research their interests on the internet, with support. For example, they search together for information about their favourite animals and learn about what they eat.

p.3

Quality of teaching, learning and assessment is good

The childminder offers plenty of experiences for children to make good progress in all areas of development. Children make choices in their play and the childminder makes good use of this to challenge their learning effectively. For example, children make towers with construction blocks and she encourages them to count the blocks. Children use their physical skills to roll and mould shapes with dough. The childminder uses this as a good opportunity to teach them new skills, such as rolling dough with their hands to make them all different sizes. The childminder works well with parents. She keeps them fully informed about their child's next steps in learning to help build a consistent approach to their development.

p.3

Personal development, behaviour and welfare are good

Children have good levels of confidence from the moment they join the childminder. She helps them to learn the behaviours she expects from them. The childminder makes thorough checks of her home and any outings they go on to help children play safely. For example, she checks the local park for any dangers before the children begin to play. She is vigilant about supervising them all of the time. The childminder supports children's health lifestyles effectively in different ways, such as, providing lots of opportunities for physical play. The childminder helps children to emotionally prepare for the move to schools and other settings. For example, she attends open mornings with the children to look around the classrooms and meet the teachers of local schools.

p.3

Outcomes for children are good

Children are ready for the next stages in learning and moves to school. They concentrate and engage in activities happily. Children learn about healthy eating and follow good hygiene practices. They show strong independence, for example, they toilet and dress themselves. Children develop good literacy skills. For example, they enjoy sharing books and practising writing with pens. Children behave well and learn to share and take turns.

p.3

Setting details

Unique reference number EY332995 Local authority Oxfordshire Inspection number 1092699 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 8

p.4

Telephone number

The childminder registered in 2006. She lives in Bicester, Oxfordshire. The childminder operates on a full-time basis from 7.30am to 6pm, all year round.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5