Childminder EY536516

Inspection date 15 January 2019 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

This provision is good

n The childminder provides a safe and welcoming environment. Children are happy and settled and very much enjoy their time with the childminder. n The childminder plans very effectively to meet the needs of older, most-able children. For example, she helps them to develop a good range of early mathematical and literacy skills in preparation for starting school. n Children have good levels of confidence and self-esteem. They happily make choices about what to do, confidently talk to visitors and show pride in their achievements. n The childminder builds effective partnerships with staff at nearby pre-schools that children also attend. For example, she develops a two-way flow of information about children's learning and progress so that everyone can work together to support each child's learning well. n The childminder does not find out as much as she could about the progress that children have already made before they start in her care, in order to monitor their

p.1

This provision is good

progress even more thoroughly. n The childminder does not precisely identify how she could improve, still further, on her existing good practice in order to take the quality of what she does to an even higher level.

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 find out more about what children know and can do before they start, in order to build further on existing procedures for monitoring children's progress n develop additional ways of monitoring practice to build, still further, on the good-quality care and education already provided.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder and children in the childminder's home. n The inspector discussed the learning that was taking place, with the childminder. n The inspector took account of the views of parents and children. n The inspector discussed the childminder's understanding of safeguarding and first aid. n The inspector looked at documentation, including children's records and the childminder's qualifications.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her responsibility to keep children safe from harm. She knows what to do if she has any concerns about a child's welfare. She completes regular training and uses what she learns well to provide a wider range of learning experiences for children. For example, she now plans more opportunities for children to explore different materials and textures. Parents speak very highly of her. She shares regular information with them about their child's progress and makes suggestions about how they could continue their child's learning at home. For example, she suggests songs that will help children learn about numbers and counting.

p.3

Quality of teaching, learning and assessment is good

The childminder clearly identifies what each child needs to learn next. She plans thoroughly how she will help children make these next steps in their learning. For example, she uses children's interest in space and planets to help children learn about 'more' and 'less'. Children thoroughly enjoy sequencing numbers on the rockets they build to 'blast' off into space. She introduces new language to children who are keen to learn more about new words, such as 'astronaut'. Children enjoy learning about other people's cultures and their local environment.

p.3

Personal development, behaviour and welfare are good

Children approach their learning positively and enthusiastically. For example, they enjoy making cards for family members and choose decorations that they know their family will like. They focus carefully on designing a pattern and ensuring that they are happy with the finished article. The childminder is a good role model. She is very kind, calm and patient. Children learn well about acceptable behaviour and how to share and play cooperatively with each other. Children develop a positive view of the benefits of a healthy lifestyle. For example, they enjoy helping out at the childminder's allotment and then eating the fruit and vegetables that they have grown.

p.3

Outcomes for children are good

Children make good progress. They learn to persevere and master tasks, such as putting on and taking off shoes and coats. They learn to follow hygiene routines to stay healthy. Older children learn about different letters and the sounds they represent. They learn to form recognisable letters and write familiar words, such as their names. Children develop an accurate understanding of counting, numbers and shapes. They learn to handle tools safely and effectively. For example, children carefully cut fruit with a knife and know not to get down from the table with it.

p.3

Setting details

Unique reference number EY536516 Local authority Oxfordshire Inspection number 10080072 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 4 - 4 Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Benson, near Wallingford, Oxfordshire. She offers care all day, Monday to Friday, 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