Childminder EY416213

Inspection date 20 March 2019 Previous inspection date 13 October 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 The childminder plans a wide range of interesting and useful learning experiences. Children enjoy playing and learning in the childminder's home and making regular trips out in the local community. n Children make especially good progress with their communication and mathematical skills. The childminder makes consistently good use of spontaneous opportunities to promote these aspects of learning throughout the day. n Children develop a good set of self- help skills in preparation for starting school or nursery. For example, children confidently put on their own coats and shoes and understand how to stay safe on walks. n The childminder builds strong partnerships with parents and staff at other settings children attend so that she can build well on learning from elsewhere. n Children show a positive view of the benefits of an active lifestyle. They enjoy daily opportunities to run and play energetically.

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This provision is good

n On occasions, the childminder misses opportunities to help older, most-able children learn that sometimes their needs cannot be met immediately and that they cannot always be first to answer questions or share their views. n The childminder identifies new skills that children need support in mastering and plans activities to help this development. However, during these activities, she does not always focus on encouraging children in these specific aspects of their learning.

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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 improve opportunities for older children to learn about waiting their turn and taking turns in conversations, to further prepare them for starting nursery or school n focus more precisely on helping children to make progress towards the next steps in their learning, during more structured learning experiences.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder and children in the childminder's home and accompanied them on a walk in the local community. n The inspector discussed the quality of teaching and the learning that was taking place with the childminder. n The inspector took account of the views of parents. n The inspector spoke with the childminder about her understanding of safeguarding and keeping children safe. n The inspector looked at documentation, including children's records and the childminder's qualifications.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands how to keep children safe and what to do if she is concerned that a child may be at risk of harm. She regularly reviews what she does and seeks out professional development opportunities to improve further her knowledge and understanding of how children learn. For example, she is reviewing her resources and toys, following training she has attended on the value of imaginative play to children's learning. She regularly shares information with parents about their child's progress and makes suggestions of activities they could do at home, to build further on their child's interests. She monitors children's progress closely. She knows how to find support for children who may need extra help to make the progress of which they are capable.

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Quality of teaching, learning and assessment is good

The childminder makes regular and accurate assessments of each child's learning. She identifies what they need to learn next. Children learn about their local community and the natural world on regular outings to local parks, woods and museums. On walks they enjoy greeting different people who they see each day. The childminder consistently promotes children's speaking and listening skills. For example, she engages in lots of conversations with them and reads with them regularly. She teaches children to count accurately and to recognise numbers. On walks, children excitedly point out and talk about the numbers they see on doors and signs.

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Personal development, behaviour and welfare are good

Children show good levels of understanding about their own personal safety. For example, they are able to explain to visitors the importance of walking beside the childminder on outings and how to cross the road safely. The childminder makes good use of daily walks to and from nursery to plan time for children to play outside. Children laugh as they run and chase each other around tress in a park. The childminder makes good use of other spontaneous opportunities to support their physical development. For example, when children show an interest in a ball indoors, she teaches them how to throw it back and forth to each other safely. There are warm bonds between children and the childminder. Children look to her for reassurance when a little unsettled. They enjoy her cuddles and kind words.

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Outcomes for children are good

Children learn a wide range of skills in preparation for their future learning and the move to school. They learn to recognise their names and other familiar words. For example, children enjoy finding their name cards at the beginning of each day. They learn to look after their own possessions and to help with simple tasks, such as tidying up. They enjoy making choices about what they would like to do next. For example, they confidently ask for games and toys from the cupboards.

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Setting details

Unique reference number EY416213 Local authority Oxfordshire Inspection number 10065478 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 - 7 Total number of places 6 Number of children on roll 5 Date of previous inspection 13 October 2015

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Registers

The childminder registered in 2010. She operates her service in Woodstock, Oxfordshire. The childminder provides care between 8am and 6pm, Monday to Thursday, all year round. The childminder holds a childcare qualification at level 3.

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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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