Childminder in Oxfordshire

Inspection date

Previous inspection date 14 May 2018 9 November 2015

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

p.1

3

Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 The childminder does not precisely assess children's progress to help her swiftly address any gaps in their learning. As a result, progress is not consistently demonstrably good.  Planning based on the childminder's assessment is not strong. The childminder does not consistently base activities on precise assessments of what individual children need to learn next.  The childminder does not involve parents sufficiently in their children's learning and development. She does not regularly share information with all parents about children's levels of achievement. Additionally, the childminder does not consistently gather detailed information from parents to make prompt initial assessments of children's development on entry to her setting.  The childminder has not effectively evaluated her provision to identify improvements that will raise children's outcomes and the provision to consistently good levels.

p.1

It has the following strengths

 The childminder provides a range of interesting toys and resources. She is enthusiastic in her interactions with children, and children respond with enthusiasm for their play.  The childminder gives children time and encouragement to think and work out the problems they encounter. For instance, children persevere as they work out how to get crisps out of packets at lunchtime.  The childminder supports children's care needs well. For example, babies experience a graduated approach to settling in, based on their individual attachment needs.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

p.2

Due Date

 use assessment accurately and regularly to identify and help close any gaps in children's progress 30/05/2018

p.2

Due Date

 plan specific activities to meet children's individual learning needs 30/05/2018  gather more information about children's development on entry to the setting to help make prompt precise initial assessments and ensure parents are kept up to date about children's levels of development from their start. 30/05/2018

p.2

Due Date

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

p.2

Due Date

 improve the use of self-evaluation to identify areas for improvement and raise the quality of the provision.

p.2

Inspection activities

 The inspector observed activities and spoke to the childminder and children at appropriate times.  The inspector looked at a range of documentation and 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.  The inspector considered parents' written testimonials.

p.2

Effectiveness of the leadership and management requires improvement

The childminder has plans to evaluate her practice based on knowledge gained in recent training. However, she has not effectively identified and addressed all areas that require improvement. Although the childminder provides parents with the required progress check for two-year-old children, she does not regularly update them about their children's specific levels of development. She does not sufficiently involve parents to help her make initial precise assessments. That said, she does provide parents with regular descriptions of children's activities in her setting and details of the daily care they have received. Parents communicate that they are happy with the provision. Links with other settings children attend help ensure that children are happy and settled. Safeguarding is effective. The childminder understands her role in protecting children's welfare.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder is not routinely assessing all children's levels of development and monitoring their progress. When other professionals identify gaps in children's development, the childminder is unsure if these assessments are accurate. This means she is unsure if children require additional targeted support to help them close gaps in learning and make good progress. Planning of activities mainly focuses on themes and children's interests, rather than specific learning outcomes identified through assessment of individual children's skills. This does not support children to make the progress of which they are capable. That said, children have fun. The childminder enthusiastically reads to children each day, supporting their attention and interest in books. She provides explanations that help children learn, such as when they watch butterflies hatch.

p.3

Personal development, behaviour and welfare are good

Despite weaknesses in planning, the childminder intuitively delivers an effective programme of learning to promote children's good progress in personal, social and emotional development. Children learn the importance of good personal hygiene. The childminder provides regular opportunities for children to engage in physical activities and outdoor play. Children have many opportunities to explore places of interest in the local community. The childminder helps children emotionally prepare for the next stage in their care, such as when they begin to mix with larger groups of children. They regularly attend play dates with other children. The childminder is nurturing in her interactions.

p.3

Outcomes for children require improvement

Outcomes for children are not yet good enough. However, children gain some skills that help prepare them for the next stage of their learning, including school. Older children learn to count, recognise colours and shapes. Children are sociable; they confidently approach unfamiliar adults in the setting. During 'story time' children talk about what they see in books. With support, in discussions they make links with previous experiences, such as caring for caterpillars. Children behave well. They demonstrate confidence and independence. They learn to value each other's differences.

p.3

Setting details

Unique reference number 133938 Local authority Oxfordshire Inspection number 1126975 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 6 Number of children on roll 7

p.4

Name of registered person

Date of previous inspection 9 November 2015

p.4

Telephone number

The childminder registered in 1993. She lives in Bicester, Oxfordshire and operates from Monday to Friday all year round. The childminder offers flexible hours.

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