Andrews, Jennifer

Inspection date 6 December 2018 Previous inspection date 3 August 2015

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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

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This provision is good

n Children enjoy positive relationships with the childminder and learn to respond well to her expectations for their behaviour. They are familiar with routines and develop good skills for independence. n The childminder monitors children's development routinely to identify any gaps in learning. She plans enjoyable activities and uses effective teaching skills to help children make good progress in preparation for their next steps in learning and for school. n Children engage well in their play and develop a wide range of skills, including a secure understanding of numbers. They become confident communicators and curious learners. n The childminder understands her safeguarding responsibilities and knows what to do if she has concerns about children's welfare. n The childminder evaluates her practice routinely to maintain good standards of care and learning. n The childminder sometimes does not always challenge children's learning as much as

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This provision is good

possible, to help them make rapid progress. n The childminder does not make sure that children who prefer to play and learn outdoors have the same opportunities to choose resources and activities for themselves as those who like to be inside.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n challenge children as far as possible in their learning, to help them make even swifter progress n offer children who prefer to play and learn outdoors the same opportunities to make choices for themselves as those who like to spend their time indoors.

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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 children and the childminder at appropriate points during the inspection. n The inspector looked at children's assessment records, evidence of the childminder's training and written comments from parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder keeps her knowledge and understanding up to date. She is familiar with possible indicators of children being at risk of harm and knows how to refer any concerns. The childminder reflects on her practice regularly and considers ways to make improvements. For example, she focuses carefully on helping children to become independent and ready for school. She welcomes feedback from parents and children, and parents state that children are happy and love attending the setting. The childminder knows children well and monitors their development regularly to help them make good progress from when they start in the setting.

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Quality of teaching, learning and assessment is good

The childminder teaches children a range of new skills and supports their understanding effectively. For example, she encourages children to develop hand-to-eye coordination, to make patterns and notice the marks they make, to help them develop the skills they need for early writing. The childminder engages children well in discussion and gives them time to respond. This approach helps them to feel confident about contributing their ideas, thoughts and feelings. The childminder makes suggestions, demonstrates new ideas and gives children explanations. This is evident as she explains to children the effects of the weather. The childminder keeps parents well informed of their children's progress and works in partnership with other settings to share information where appropriate.

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Personal development, behaviour and welfare are good

The childminder encourages children to do things for themselves to help them achieve good levels of independence. She helps them to develop high levels of confidence and self-esteem, and she is patient and effective in managing behavioural issues. The childminder supports children to be kind to each other and to develop an awareness of people who are different from themselves. For example, she teaches them about different cultural festivals. She supports children to understand the importance of safe and healthy lifestyles. For example, she teaches children about good hygiene and encourages them to be physically active.

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Outcomes for children are good

Children engage in activities well and enjoy exploring. They are confident in their use of numbers, such as counting beyond 10 and counting backwards from 10. Children enjoy sharing stories with the childminder and they develop a wide range of vocabulary. They have a good understanding of language and respond well to instructions and questions. Children enjoy physical activity as they learn to manoeuvre wheeled toys and develop ball skills with confidence. They develop important skills for independence, such as cutting up fruit and putting on their own wellington boots.

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Setting details

Unique reference number 134238 Local authority Oxfordshire Inspection number 10065440 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 3 August 2015

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Registers

The childminder registered in 1992. She lives in a village near Thame, Oxfordshire. The childminder offers care from Monday to Friday, throughout the year, including out-of- school care.

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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.

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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.

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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 .

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Registers

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Registers

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Registers

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

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