Childminder in Oxfordshire

Inspection date 1 October 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable 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 has turned her home into a highly stimulating environment where children learn and flourish. n Children make good progress from their starting points. The childminder provides a range of challenging and interesting learning activities. n The childminder successfully engages with children and extends their learning through good teaching, guidance and support. Children's communication and language skills are effectively developed. For example, the childminder provides clear instructions, models language well and asks the children probing questions. n The childminder promotes children's personal and emotional development well. Children are happy in the setting. They are very well behaved and develop a range of social skills. n Parents and the childminder work well together to enhance children's learning and development. Parents are well informed about their children's learning experiences and

p.1

It is not yet outstanding because:

n The childminder sometimes misses opportunities to extend children's mathematical vocabulary and their learning of shape, space and measurement. n The childminder sometimes misses opportunities to develop children's interest in books and stories.

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 strengthen learning opportunities to develop further children's mathematical vocabulary and their understanding of shape, space and measurement n increase opportunities for children to handle books and develop an interest in stories, to help enrich their literacy skills.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed children engaged in a range of learning activities. n The inspector viewed documentation and discussed procedures for safeguarding with the childminder. n The inspector took account of written feedback from parents. n The inspector carried out a joint observation with the childminder and held discussions with her about her practice and how well children learn and develop.

p.2

Effectiveness of leadership and management is good

The childminder has high expectations of herself and the children in her care. She shows determination and enthusiasm in striving to do the best for all children. The childminder effectively reviews her practice and reads appropriate documentation to improve her teaching. For example, she provides high-quality learning resources that appeal to children's individual interests. Arrangements for safeguarding are effective. Through attending regular training, the childminder has a secure understanding of child protection procedures and knows exactly what to do if she should ever have concerns about a child's welfare. The childminder carries out regular risk assessment to help ensure children are safe.

p.3

Quality of teaching, learning and assessment is good

The childminder makes careful observations to assess children's skills and levels of development. She uses assessment information well to provide interesting learning activities, which are well suited to children's individual needs. The childminder successfully engages children. For example, she uses clear demonstrations, explanations and stimulating resources to motivate the children and promote good learning. Children are successfully encouraged to explore and try things for themselves. For example, two- year-old children have good opportunities to practise using different utensils, including a toy blender, when exploring quantities of different-coloured rice.

p.3

Personal development, behaviour and welfare are good

The childminder knows each child very well and has established a caring and warm rapport with them. She responds positively to children's feelings and emotions. The childminder is a very good role model for the children, particularly in promoting kindness and good manners. She provides plenty of encouragement and praise. The children know and understand the importance of sharing, taking turns and helping others. They gain a good understanding of healthy lifestyles. For example, they enjoy fresh air, healthy snacks and physical exercise. The childminder has established good hygiene routines to support children's personal development.

p.3

Outcomes for children are good

Children make good progress in their communication and language skills. For example, they listen attentively to the childminder's instructions, they acquire new words and recognise familiar sounds. Children handle materials, devices and tools with increasing control. For example, two-year-old children enjoy playing with model train sets, toy vehicles and using a toy blender. They handle and sort model animals and different characters. They practise counting items with help from the childminder. Children develop likes and dislikes for different fresh fruits. They are willing to try new tastes and textures. Children are well prepared for the next stage in their learning and going to school.

p.3

Setting details

Unique reference number EY536569 Local authority Oxfordshire Inspection number 10077215 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Registers

The childminder registered with Ofsted in 2016. She lives in Drayton, Oxfordshire. The childminder provides care Monday to Friday from 7am to 6pm, throughout the year, except for bank holidays and family holidays. She holds an early years qualification at level 4.

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