Oversby, Rebecca Marie

Inspection date 19 March 2019 Previous inspection date 5 May 2016

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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 provides a homely environment where children feel relaxed and secure. She is warm and friendly towards the children, attentive to their needs and dedicates all her attention to their play. Children form positive attachments with the childminder and gain the confidence to explore and learn. n The childminder reflects well on her practice and shows a good capacity to make ongoing improvements. For example, the childminder has addressed the recommendations raised at the last inspection, impacting well on her own professional development and the partnerships in place with parents. n Parents are widely involved in their children's learning. They contribute to assessments and planning and are encouraged to share their views on the childminder's practice. Parents are extremely complimentary about the childminder and the care she provides, commenting on her patience and how much their children enjoy attending.

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This provision is good

n The childminder assesses children's learning well. For example, she makes ongoing observations and uses what she finds out to plan for their emerging needs effectively. Regular assessments help the childminder to monitor children's progress, further supporting the good development they make in their learning. n The childminder has been less proactive in working closely with other early years settings that the children also attend to achieve a more collaborative approach to children's learning. n Children are not always supported to learn to wait and take turns, for example during conversations.

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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 create a more collaborative approach to working in partnership with other early years settings that children attend and support regular information sharing n help children understand how to wait and take turns, including during conversations.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the impact this has on children's learning. n The inspector carried a joint observation with the childminder and assessed the accuracy of her evaluation. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector viewed a range of documentation, including required assessments of children's learning, training certificates and children's records. n The inspector checked evidence of the suitability of household members.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder implements effective policies and procedures to keep children safe. She demonstrates a clear knowledge and understanding of how to identify and report her concerns if she suspects a child is at risk of harm. The childminder is committed to strengthening her early years knowledge and skills. She attends training and networking opportunities and regularly reads early years literature. The childminder targets her training to the needs of the children, for example, the childminder recently attended training on speech and language in support of children's communication skills. The childminder is an experienced and confident practitioner.

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Quality of teaching, learning and assessment is good

The childminder is an excellent play companion for the children. She joins in with their play, steering and re-shaping activities while sensitively fitting in with their ideas. For example, as children enjoy play with dough, the childminder introduces a range of tools and other items that children had collected on a nature walk the previous day. The children experiment well as they poke the dough with the sticks and compare the different colours, patterns and sizes of the stones. The childminder asks well-posed, open-ended questions and instigates good conversation. The childminder differentiates her teaching well, drawing younger children's attention to the feel of the dough, engaging their senses well. She facilitates challenge and gives instructions to the older children, promoting their listening and thinking skills well.

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Personal development, behaviour and welfare are good

The childminder fosters children's physical and emotional well-being. She provides children with a nutritious diet and daily opportunities to be physically active. Children enjoy various types of outings, such as trips to parks, soft-play settings, garden centres and walks around the local area. These provide excellent opportunities for children to use their large-muscle skills and understand the benefits of physical play and exercise. These experiences also provide good support for children's social skills, as well as opportunities for them to mix with their peers, acknowledge different approaches and learn about their local community. Children demonstrate friendly behaviour to their peers and visitors to the childminder's home, demonstrating their strong feelings of safety and security in the childminder's care. Children are heard regularly saying please and thank you, praised by the childminder to endorse good manners.

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Outcomes for children are good

Children make good progress from their starting points. They are keen, motivated learners, who join in with activities with enthusiasm. Babies show a strong exploratory impulse, confidently navigating the available space and resources. Older children count and enjoy completing puzzles, in good support of their mathematical development. Babies babble to communicate and older children are able to form simple sentences. All children enjoy a wide variety of activities. These help support them in developing skills for future learning and in readiness for the move to school.

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Setting details

Unique reference number EY452862 Local authority Lancashire Inspection number 10075270 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 0 - 3 Total number of places 6 Number of children on roll 6 Date of previous inspection 5 May 2016

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Registers

The childminder registered in 2012 and lives in Lancaster in Lancashire. She operates all year round from 7am to 6pm, Tuesday to Friday, except bank holidays and family holidays. The childminder provides funded early education for three-year-old children.

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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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