Ferreira da Paz, Margarete

Inspection date 30 April 2019 Previous inspection date 6 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 has a good understanding of how children learn. She provides a wide range of activities, and children are eager to explore. Children make good progress from their initial starting points. n Partnerships with parents are strong. The childminder involves parents closely in their child's learning. Parents and the childminder work together to plan experiences that will support each child's individual learning. This shared approach has a positive impact on children's progress. n The childminder is a good role model. She teaches children about acceptable behaviour and encourages them to play together. Children know to be tolerant and kind. They share and develop positive attitudes towards others. n The childminder's professional development is not highly focused on improving the quality of teaching, to ensure children make the best possible progress. n Occasionally, children have fewer opportunities to further develop their early interests

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This provision is good

in Information and communications technology.

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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 extend the use of more targeted professional development opportunities to strengthen existing knowledge and teaching skills further n make the most of learning opportunities to build on children's understanding of technology in their play.

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What the setting needs to do to improve further

n The inspector viewed areas of the childminder's home that she uses when childminding and discussed how the childminder recognises and minimises risks. n The inspector observed the childminder and children and discussed the quality of teaching and learning that was taking place. n The inspector discussed the childminder's understanding of safeguarding and child protection. n The inspector took account of the views of 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 thorough understanding of child protection issues. She knows the procedure to follow should she have a concern about a child's welfare. The childminder supervises children closely and has minimised some risks in her home. The childminder regularly observes and tracks children's progress, acting quickly to close any identified gaps in achievement. Overall, the childminder shows a positive attitude towards her own professional development. For example, she has increased her knowledge of how to support children's learning without unnecessarily interrupting what they are doing. The childminder has established links with other professionals, to help support consistency in children's care.

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Quality of teaching, learning and assessment is good

The childminder monitors children's progress closely and accurately. She uses her assessments to identify clear and achievable next steps in each child's learning. The childminder provides a fascinating learning environment for children, indoors and outdoors. Children respond by being keen to explore and learn. The childminder encourages children to develop their thinking skills and problem solve. For example, example, together they work out what they might need to take with them for a trip to the park. The childminder gives children plenty of opportunities to express their ideas. Children learn how stories are structured. For example, the childminder helps them to tell stories in their own words, using the pictures in books as a guide. Children progress well with their imagination and creativity. For example, they use toys to recreate experiences from home, such as mealtimes and bedtimes. They use tools, such as pens

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Quality of teaching, learning and assessment is good

and glue sticks, to create their own pictures, happily talking about what they are making as they do so.

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Personal development, behaviour and welfare are good

The childminder is very kind, patient and welcoming. Children respond very well to her calm and encouraging manner. The childminder helps children understand the needs of others and to be polite and welcoming. The childminder understands the importance of regular fresh air and exercise to children's good health. Children enjoy the daily activities outdoors. They show good levels of skill for their age. For example, children are able to balance on wheeled toys and manoeuvre bicycles with good levels of accuracy. Children develop independence, such as toileting and handwashing.

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Outcomes for children are good

Children make good progress. They develop a wide range of skills in preparation for their future learning and the move on to school. They learn to manage their emotions and to behave well. They develop a positive attitude towards the similarities and differences between themselves and others. For example, they enjoy learning to count and sing in languages other than their own. They enjoy playing with resources and toys that reflect the differing abilities that people have. Children develop the confidence to ask questions and share their own thoughts. They enjoy opportunities to play, learn and explore at their own pace and in their own way.

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Setting details

Unique reference number EY457414 Local authority Oxfordshire Inspection number 10065491 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 5 Total number of places 6 Number of children on roll 6 Date of previous inspection 6 October 2015

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Registers

The childminder registered in 2013. She lives in a ground-floor flat in Abingdon, in Oxfordshire. She operates weekdays, for most of 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

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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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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