Childminder in Oxfordshire

Inspection date 23 May 2019 Previous inspection date 8 September 2014

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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 Children show good levels of well-being. They are settled, happy and relaxed in the childminder's care. n The childminder promotes children's good behaviour well. Children of different ages show care and consideration to each other. The childminder teaches children effectively to play cooperatively. n The childminder plans and delivers a broad range of learning experiences that capture and maintain children's interest. Children make good progress. They develop a positive attitude towards learning. n The childminder makes good use of outdoor space to meet the needs of children who prefer to learn outdoors. n Partnerships with parents are good. Parents feel well informed about their children's progress. They are well placed to build further on this progress at home. n The childminder assesses children's progress regularly. However, some of the next steps she identifies in children's learning are quite broad. This inhibits her ability to

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This provision is good

focus her teaching precisely on what each child would benefit from learning next. n Overall, the childminder supports children's language development well. However, at times, she does not fully extend younger children's growing vocabulary, such as by emphasising key words and phrases.

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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 in order to focus teaching and support learning even more effectively n help develop younger children's developing language skills still further.

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What the setting needs to do to improve further

n The inspector saw the parts of the childminder's home she uses when looking after children and discussed how she minimises risks and keeps children safe. n The inspector observed the childminder's interactions with children and evaluated the quality of teaching and learning. n The inspector discussed the childminder's understanding of safeguarding and child protection matters. n The inspector took account of the views of children and parents. 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 secure understanding of local referral procedures if she is concerned about a child's welfare. She supervises children closely and minimises risks in her home to help keep children safe. She takes suitable steps to review her provision and keep her skills and knowledge up to date. This has helped her to maintain good standards of care and education. She has worked with an adviser from the local authority to review and make changes to how she monitors and records children's progress. This has enabled her to share more detailed and regular information with parents about their children's progress. She is able to quickly identify if children are not making expected progress in order to work with parents and other professionals to help close any gaps in learning.

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Quality of teaching, learning and assessment is good

Children are keen to play and learn. The childminder builds well on their individual interests in order to help them enjoy what they are doing. For example, she built on children's interests in cars and dinosaurs by incorporating them into a mark-making activity. She makes good use of spontaneous learning opportunities to extend children's understanding. For example, children and the childminder closely observed a spider and a spider web outside, talking about what they could see and sharing their knowledge of spiders and other insects. She builds well on children's early literacy skills. For example, she reads to children regularly and encourages children to turn pages and talk about the story and illustrations.

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Personal development, behaviour and welfare are good

There are warm attachments between the childminder and children. The childminder helps children to settle into her care. For example, she invites children and their parents to spend time with her before children start. The childminder meets children's care needs well. For example, she adapts her routines so that children can rest or sleep when they need. She talks to children about the importance to their health of following good hygiene routines. Children carefully wash their hands before meals. Children take part in lots of energetic and physical activities. For example, outside the childminder teaches older children how to use bats and balls and younger children enjoy using wheeled toys and age-appropriate climbing equipment and slides.

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Outcomes for children are good

Children develop a wide range of useful skills in preparation for their future learning, including the move to school or nursery. They develop into confident and inquisitive learners. They learn about their local community and the wider world. They develop a good range of mathematical skills, such as learning to count and recognise numbers. They develop their creativity. For example, they use their imaginations as they play with cars, dinosaurs and toy animals. Children show good levels of independence in meeting their own personal needs.

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Setting details

Unique reference number EY381854 Local authority Oxfordshire Inspection number 10106130 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 - 7 Total number of places 3 Number of children on roll 7 Date of previous inspection 8 September 2014

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Registers

The childminder registered in 2008. She lives in Long Wittenham, near Abingdon, Oxfordshire. She offers care all day, Monday to Friday, throughout the year.

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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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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