Childminder in Oxfordshire

Inspection date 1 April 2019 Previous inspection date Not applicable

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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

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This provision is good

n The childminder makes very good use of professional development opportunities to develop her understanding of how children learn and make progress. She uses her improved knowledge very well to provide children with a broad range of worthwhile and enjoyable learning experiences. n Children make good progress from their starting points. The childminder is especially effective at supporting their speaking, listening and thinking skills. n Children are happy, confident and inquisitive learners. They approach their learning with great enthusiasm. n Children develop a positive attitude towards a healthy lifestyle. The childminder plans well to encourage children to enjoy fresh air and to try lots of different healthy foods. n The childminder works very well with staff at pre-schools children also attend. She visits children there and works with staff to meet these children's needs in a consistent manner.

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This provision is good

n Sometimes, the planned next steps for each child's learning are too broad. This means the childminder is not able to plan precisely enough to ensure children make even better progress. n The childminder does not always encourage children to fully develop and express their own ideas when taking part in creative activities.

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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 identify more precisely what each child needs to learn next, to focus teaching even more effectively to help children make rapid progress n improve further opportunities for children to express their own thoughts and ideas when using a range of different materials, to extend their imagination and creativity.

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What the setting needs to do to improve further

Inspection activities n The inspector saw the parts of the childminder's home she uses when childminding and discussed how she identifies risks and keeps children safe. n The inspector observed the interactions between the childminder and children and discussed, with the childminder, the learning that was taking place. n The inspector took account of the views of children. n The inspector discussed the childminder's knowledge of safeguarding, child protection and first aid. 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 supervises children well and ensures her home is safe and secure. She knows what to do if she is concerned about a child's welfare. She regularly reviews what she does to improve further her existing good practice. She involves parents and children well in this process. For example, children have told her how much they enjoy being outside and so she has extended the resources and opportunities for children to learn through outdoor play. She monitors all children's progress closely to identify and close any gaps in learning. She works very well with parents. Parents appreciate the regular feedback and advice she offers that helps them to support further their child's learning at home.

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Quality of teaching, learning and assessment is good

The childminder assesses progress accurately and has a clear idea of each child's abilities. She plans thoroughly to ensure that activities capture children's interest. For example, children excitedly plant potatoes they bought during a trip to a garden centre. They use compost that they have helped to make, recalling how they have been adding food scraps to the pot to make this. The childminder incorporates other teaching and learning well. For example, children enjoy counting the potatoes before they plant them and sorting them into 'big' and 'little'. The childminder skilfully uses questions and comments throughout the day to extend children's communication and thinking skills. She builds further on children's communication and literacy skills with regular story times, which children thoroughly enjoy.

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Personal development, behaviour and welfare are good

There are warm relationships between the children and the childminder. Children enjoy the childminder's company and words of encouragement and praise. They show good levels of well-being. Children learn to be independent and helpful. For example, they enjoy helping getting plates and cups ready for snack time. They learn how to handle tools safely, for example, when they chop vegetables and fruit. Children enjoy cooking and eating healthy food. For example, they make soup with vegetables they have grown and then eat this for their lunch.

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Outcomes for children are good

Children develop lots of skills that help them to manage the move to school or nursery smoothly. They learn to put on their own shoes and coats and manage their own personal needs. They learn about different people, the jobs they do and the similarities between each other's cultures and beliefs. They develop their early literacy skills, for example by recognising and writing familiar words. They learn to negotiate with other children and to manage their emotions, and about acceptable behaviour.

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Setting details

Unique reference number EY543881 Local authority Oxfordshire Inspection number 10090482 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 - 4 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Carterton, Oxfordshire. She operates from Monday to Friday all year round. The childminder provides funded early education for two-, three- and four-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

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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