Childminder EY419452

Inspection date 24 April 2019 Previous inspection date 2 September 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 provides resources and activities that are very appealing. Children confidently choose what to do, happily moving between indoors and the childminder's garden. They are happy and inquisitive learners. n The childminder monitors children's progress thoroughly. She accurately identifies and prioritises what each child needs to learn next, to support their all round development. n Children make good progress. They develop a wide range of skills and a positive approach to learning, in preparation for their future learning and starting school. n The childminder supports children's learning well. She successfully sets challenges and encourages children to solve problems, further enhancing their enjoyment in what they are doing. n The childminder builds positive relationships with parents. She gathers lots of information about children's needs before they start so that she can tailor her care to

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This provision is good

their individual needs. n The childminder does not provide children with a wide range of experiences or resources that help them learn about different cultures and ways of living. n The childminder does not make the best use of opportunities for children to see and begin to recognise familiar words to further support their early reading skills.

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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 plan a wider range of experiences that help children understand about the similarities and differences between themselves and others in the wider world n strengthen opportunities for children to develop their early reading skills during their everyday experiences.

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What the setting needs to do to improve further

n The inspector saw the parts of the childminder's home that she uses for childminding and discussed how she minimises risks and keeps children safe. n The inspector observed the children and the childminder and discussed the quality of the teaching and learning. n The inspector took account of the views of children and parents. n The inspector discussed with the childminder her arrangements for safeguarding children. 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 has a clear understanding of her safeguarding responsibilities. She knows what to do if she has any concerns about a child's welfare, to keep children safe. She ensures her home is safe and secure. She takes suitable steps to review what she does, to maintain and build further on her good practice. She uses what she learns from professional development opportunities to further enhance how she supports children. For example, she now focuses closely on developing children's independence as the start of school approaches.

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Quality of teaching, learning and assessment is good

The childminder uses her accurate assessments of each child's progress well, to plan activities that they will enjoy and that will help them learn new skills. All children thoroughly enjoy playing with sand and water. The childminder helps younger children to explore different textures and to develop their hand-to-eye coordination. Older children enjoy the challenge set by the childminder to work out how to ensure the sandcastles hold their shape. They carefully mix together water and sand, testing out the consistency and celebrating when it works. The childminder introduces lots of mathematical language into children's play. For example, children work with her to sort shiny stones into 'big, medium' and 'small'.

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Personal development, behaviour and welfare are good

Children show good levels of well-being. There are warm attachments between them and the childminder. For example, very young children snuggle in as she feeds them their bottles, responding well to her smiles. Older children arrive happily, again full of smiles for the childminder, keen to start their day in her home. Children develop a positive view of a healthy and active lifestyle. The childminder makes good use of her garden to encourage physical and energetic play. She ensures that children have regular drinks and healthy snacks. Children learn to share and take turns. They learn about different emotions. For example, they notice the facial expressions of characters in books and discuss why they may be feeling sad or cross.

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Outcomes for children are good

Children learn to focus well. For example, the childminder encourages them to finish what they set out to achieve. Children show a sense of satisfaction when they do so. They develop very good communication skills. The childminder very effectively helps younger children to communicate using gesture and signing. Older children are very confident to talk and share their ideas. Children learn to take care of living things. For example, when they find a snail in the garden they enjoy observing it with the childminder and then ensure it is put back safely in a quiet and shady spot.

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Setting details

Unique reference number EY419452 Local authority Oxfordshire Inspection number 10065480 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 6 Date of previous inspection 2 September 2015

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Registers

The childminder registered in 2010. She lives in Wootton, near Woodstock, Oxfordshire. The childminder operates from Monday to Thursday, all year round. She is registered to receive funding to provide free early education to children aged three and four years.

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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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