Childminder in Oxfordshire

Inspection date 27 November 2018 Previous inspection date 4 October 2017

p.1

This inspection: Good 2

Previous inspection: Requires improvement 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

This provision is good

n The childminder has made improvements to her provision since the last inspection. She has worked closely with the local authority early years team to reflect on her practice and make the required changes to provide a good quality of provision overall. n The childminder monitors children's progress well and identifies the next steps in their learning. She plans purposeful play experiences to help close any gaps in their development. Children make good progress from their starting points. n Partnerships with parents are strong. The childminder has improved strategies for sharing information with parents about how they can build further on their child's individual learning at home. Parents comment positively on this improvement. n The childminder ensures that all areas accessible to children are safe. She consistently carries out comprehensive risk assessments to remove or minimise possible risks to

p.1

This provision is good

children. n The childminder has not built effective relationships with professionals at other settings children attend, to share relevant information to support a consistent approach to children's learning. n Although the childminder has completed recent training, she has not developed an ambitious plan to improve her professional knowledge continually, aimed at achieving the highest-quality provision.

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 build on relationships with professionals at other settings children attend to provide continuity in their learning n strengthen the range of training opportunities to enhance skills and knowledge to the highest level.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector observed a planned activity and jointly evaluated the teaching with the childminder. n The inspector undertook a tour of the premises. n The inspector looked at children's records and planning and discussed the childminder's policies and procedures. n The inspector took account of parents' views through written testimonials.

p.2

Effectiveness of leadership and management is good

The childminder has taken effective steps to meet the actions set at the last inspection. For example, she maintains accurate records of children's attendance and gathers precise information when children first start, to assess and plan for their future learning. The arrangements for safeguarding are effective. The childminder has recently attended refresher child protection training and demonstrates a secure and up-to-date knowledge of child protection matters. She is alert to possible indicators of abuse and knows exactly what to do if she has concerns about a child's welfare. The childminder reflects on her provision and identifies areas to develop further. She implements changes to ensure that she continues to meet the evolving needs of those children who attend.

p.3

Quality of teaching, learning and assessment is good

Children's communication and language development are supported well. For example, the childminder repeats key words and phrases and introduces new words as they play, such as the word 'kangaroo'. Children particularly enjoy messy play activities. Children use sponges, their fingers and pens, as they enjoy craft activities that promote the development of the small muscles in their hands in readiness for writing. They explore and create pictures, as they develop their imagination and exploratory skills. Children use paint to create 'Gruffalo' masks, following their trip to forest school the previous day. The children choose the colour of the paint as the childminder offers them a selection of colours. Younger children's mathematical development is promoted well as they count and easily identify the different colours of the paint.

p.3

Personal development, behaviour and welfare are good

Children share positive warm relationships with the friendly and attentive childminder. Children are happy, content and relaxed in her care. They experience regular fresh air and exercise to help promote good physical health. They enjoy regular trips and outings to local facilities and groups. This helps children to develop their social skills and build friendships. Children learn about the importance of personal safety as they practise fire drills and the childminder explains the need to tidy toys away. Children's behaviour is good. Children enjoy nutritious snacks and meals and follow good hygiene routines.

p.3

Outcomes for children are good

Children have strong attachments to the childminder and towards each other. During activities, children sit together, share and learn to take their turn. Children show a keen interest in books and enjoy sharing stories with the childminder. Children make good progress in all areas of development in preparation for their next stage of learning and beyond, such as the move on to school.

p.3

Setting details

Unique reference number EY491019 Local authority Oxfordshire Inspection number 10084763 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 3 Total number of places 6 Number of children on roll 5 Date of previous inspection 4 October 2017

p.4

Registers

The childminder registered in 2015. She lives in Didcot, Oxfordshire and operates from 8am to 5.30pm, Monday to Friday, all year round. The childminder holds a level 3 childcare qualification.

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