Peterson, Sarah

Inspection date 7 March 2019 Previous inspection date 25 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 Parents comment very positively on how well the childminder keeps them informed. They receive a welcome insight into their child's day and know how to support children's learning at home. n Children express themselves joyfully through music and movement. For example, they dance rhythmically in time to music, moving faster and singing louder as songs build to a crescendo. n The childminder provides yoga and mindfulness sessions each week. This supports children's physical development and emotional well-being successfully. n The childminder encourages children to take an active interest in nature. This helps children develop an understanding of the world around them. For example, children recall the baby birds that they watched through a bird-box camera last year. n The childminder encourages children to consider each other's feelings and views consistently. Children show that they are confident in the setting. They are outgoing

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This provision is good

towards unfamiliar people and demonstrate friendly behaviour. n The childminder makes good use of resources to support children's language development. For example, children ask a computer to play songs they enjoy. Children make good developmental progress from their starting points. n The childminder's arrangements for sharing information with other providers children also attend are not consistently maintained to fully support consistency in care. n The childminder does not use self-evaluation well enough to help her effectively prioritise areas to build on the existing quality of practice even further.

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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 strengthen arrangements for partnership working with other providers where there is shared care in order to support further consistency n use self-evaluation to more precisely identify areas of practice to improve in order to build on the existing quality of practice further.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke to parents, and took account of their views. n The inspector carried out a joint observation of children's activities with the childminder and evaluated it together. n The inspector sampled a range of documentation, including qualifications, suitability checks, policies and children's records. n The inspector spoke with the childminder and children at appropriate times during the inspection and observed their interactions. n The inspector held a meeting with the childminder to provide feedback.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a robust understanding of signs that children may be at risk of abuse or neglect. She is clear on the local authority procedures to follow if she has a concern. Required policies are updated regularly and available for the childminder and assistants to follow. The childminder ensures consistent supervision and effective communication with assistants, which informs their practice well. She is vigilant of risks in her environment. She supports children to consider and manage some appropriate risks in activities they undertake, without impeding play. The childminder reflects on her practice well. She encourages feedback from parents and children to obtain an accurate view of the quality of her provision.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of what children can achieve. She carries out regular and accurate assessments of children's development, which are used purposefully to support learning. The childminder weaves opportunities for learning seamlessly into children's playful interactions. She uses a joyful approach to establish and embed children's knowledge. For example, the childminder makes an enjoyable game of finding the right coloured pen lid. Children laugh as they tell her what colour she has found and what colour they need. Literacy is strongly promoted in the setting. Children access books for the childminder to read, which they listen to attentively. They join in, anticipate key phrases, and show their delight as stories unfold. Children's language is supported well. The childminder takes time to listen carefully to children and encourages them to talk about enjoyable experiences and special people.

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Personal development, behaviour and welfare are good

The setting is secure and welcoming. Parents describe how excited their children are to attend. Children develop strong attachments with the childminder, who responds with kindness and good humour. She offers encouragement and meaningful praise, which supports children's confidence and well-being. The childminder sets clear and consistent boundaries for behaviour and applies these in a nurturing manner which promotes self- esteem. Children are helped to consider consequences of actions, enabling them to develop skills to manage their own behaviour. The childminder provides healthy snacks and nutritious home-cooked meals for children. She offers play resources which reinforce a healthy attitude to food and introduces children to foods they are unfamiliar with. Children are emotionally well prepared for the next stage in their learning.

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Outcomes for children are good

Children confidently take on challenges, demonstrating persistence in the task and satisfaction on achieving their goal. For example, with great concentration, young children cut a large courgette in half, smiling broadly when done. Children demonstrate good physical control and coordination. They are able to negotiate space successfully and use mark-making tools skilfully and with purpose. Children are ready for the next step in their learning.

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Setting details

Unique reference number 133811 Local authority Oxfordshire Inspection number 10065426 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 1 - 6 Total number of places 6 Number of children on roll 7 Date of previous inspection 25 August 2015

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Registers

The childminder registered in 1998. She lives in Cholsey, Oxfordshire. The childminder operates from Monday to Friday, all year round. She occasionally works with an assistant.

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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

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Registers

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Registers

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Registers

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