Childminder in Oxfordshire

Inspection date 11 September 2018 Previous inspection date 18 September 2015

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

The provision is good

n The childminder supports children's learning well, overall. She assesses their progress routinely and plans challenging activities to help them make good progress from their starting points. n Children who enter the setting with development levels lower than other children of their age make steady progress with the childminder's support. n Children are excited by their learning and the childminder teaches them lots of new skills to prepare them well for their next stages in learning and for school. n The childminder develops positive relationships with children and their parents. Behaviour is good, children are settled and secure, and they learn to keep themselves safe. n Parents are complimentary about the childminder's practice and comment that their children love attending her setting. n The childminder has a good understanding of safeguarding procedures, and keeps her knowledge and understanding up to date.

p.1

It is not yet outstanding because:

n The childminder sometimes does not make the best use of opportunities to encourage reluctant writers, particularly boys, to engage in mark-making experiences. n At times, the childminder does not give children sufficient time to think about and provide their responses to questions and instructions.

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

n increase opportunities for children to develop early writing skills through a wide range of experiences, particularly for boys who are reluctant to make marks n consider ways to give children more time to think about how they want to respond to answers and instructions, to support their communication and language skills further.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed activities indoors and outdoors. n The inspector and the childminder observed and discussed an activity together. n The inspector talked to the childminder and children at appropriate points throughout the inspection. n The inspector looked at children's assessment records, evidence of the childminder's training and written comments from parents.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows how to recognise indicators of children at risk of harm, and what to do if she has concerns about their welfare. She provides a safe and secure play environment, and supervises children closely to reduce the possibility of accidents or incidents. The childminder monitors her assistant's practice routinely, such as discussing and agreeing their policies regularly to ensure consistency. She evaluates her own practice thoughtfully and has made positive improvements since the last inspection. For example, she incorporates more opportunities for children to practise counting and explore measurements to support their mathematical development.

p.3

Quality of teaching, learning and assessment is good

The childminder works closely with parents to identify children's capabilities when they enter the setting and she keeps them well informed of their progress. She has an enthusiastic approach to supporting children's learning and provides a good range of experiences that engages their interest effectively. For example, children thoroughly enjoy make-believe play with dolls and related resources. They develop a wide range of relevant vocabulary as they engage in discussions with the childminder. The childminder provides relevant information to parents to share with other settings and other professionals, to encourage consistency in children's care and learning.

p.3

Personal development, behaviour and welfare are good

The childminder encourages children to learn how to keep themselves safe, such as reminding them about safety rules when using resources. She provides regular opportunities for children to enjoy fresh air and exercise to support their health, and she teaches them about good hygiene. The childminder is a good role model. She helps children to respect people who are different from themselves, for example, through exploring cultural festivals and resources that reflect diversity in society. The childminder encourages children to be confident and to take pride in what they achieve.

p.3

Outcomes for children are good

Children develop a wide range of important skills. They learn to concentrate carefully and be kind to each other, which prepares them well for school. Children develop a good understanding of mathematics, as they compare sizes and count carefully. They develop good hand-to-eye coordination as they thread beads onto strings or stack them into towers. Most children become confident communicators and those who speak English as an additional language understand and follow routines. Children enjoy listening to stories and have some opportunities to develop early writing skills.

p.3

Setting details

Unique reference number 134120 Local authority Oxfordshire Inspection number 10065435 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 5 Total number of places 6 Number of children on roll 6 Date of previous inspection 18 September 2015

p.4

Registers

The childminder registered in 1994 and lives in Oxford. Her daughter works as an assistant during out-of-school hours. The childminder offers full-time care on weekdays throughout the year.

p.4

Registers

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

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5