Childminder in Oxfordshire

Inspection date 11 June 2019 Previous inspection date 12 May 2015

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n The quality of teaching is variable. The childminder has not sought out opportunities to update her teaching skills. Her interactions with children are not consistently effective in maintaining children's interest and encouraging them to develop new skills and knowledge. n The childminder does not use what she knows about children's abilities and interests to plan and deliver learning experiences that are tailored to thier individual needs. Children make steady, rather than good, progress. n Children do not take part in a wide range of activities that help them learn about the similarities and differences between themselves and others and develop their understanding of diversity. n The childminder has not identified the weaker aspects of her practice, in order to improve what she does and outcomes for children.

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It has the following strengths

n The childminder is kind and caring. She builds warm relationships with children. n The childminder has established an effective two-way flow of information with parents about children's routines so that children can benefit from a consistent approach to meeting their care needs. n The childminder provides a safe and welcoming environment for children. She supervises children closely. Children follow robust hygiene routines that promote their good health.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must: Due date focus professional development on improving teaching skills, in order to provide children with effective support and challenge to enable them to make good progress 12/08/2019

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What the setting needs to do to improve further

plan and deliver learning experiences that capture children's interest and meet their individual developmental needs 12/08/2019

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What the setting needs to do to improve further

provide children with a wide range of experiences that help them develop a suitable understanding of diversity. 12/08/2019

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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 improve the use of self-evaluation to identify and address weaknesses in practice, to improve outcomes for children and the overall quality of the provision.

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What the setting needs to do to improve further

n The inspector saw the areas of the childminder's home she uses when childminding and discussed arrangements for identifying and minimising risks. n The inspector observed the childminder and children and evaluated the quality of teaching and learning. n The inspector took account of the views of parents. n The inspector discussed the childminder's understanding of safeguarding and child protection. n The inspector looked at documentation, including children's records and the childminder's policies.

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Effectiveness of leadership and management requires improvement

The childminder does not evaluate the quality of her provision thoroughly enough to identify weaker aspects of her practice or to make the necessary improvements. For example, she has not identified that the professional development she has undertaken has not been focused enough on developing her teaching skills further. There has been a decline in the consistency of the quality of teaching since the last inspection. Parents speak warmly of the childminder and report that their children are happy and settled. Safeguarding is effective. The childminder knows how to recognise and respond to any concerns about a child's welfare in order to keep them safe.

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Quality of teaching, learning and assessment requires improvement

The childminder monitors and assesses children's progress. She identifies what she would like each child to learn next. However, she does not use this information thoroughly to plan and deliver learning experiences that challenge and support children's individual learning. That said, children are learning through their self-initiated play. For example, they make pretend cups of tea and use chalk boards to make marks and draw. They enjoy completing puzzles and the childminder shows them how to move the pieces so that they fit. Although the childminder is very chatty, she is not fully effective in encouraging children to use their own developing speaking skills. She sometimes asks questions which are too long and complicated for younger children to understand or answer.

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Personal development, behaviour and welfare require improvement

Children spend too much of their time taking part in activities that are not challenging or engaging enough. At these times they are easily distracted, for example by the television that is on in the background. That said, children show that they are comfortable in the childminder's home. They are happy for other children to join in their play and they show some interest in the toys and resources that are available. Children behave well. The childminder meets their care needs effectively. She offers lots of cuddles when children are upset. Children snuggle in and are soothed by her reassuring words. Children develop a suitable understanding of the benefits of a healthy lifestyle. For example, through regular trips to local parks for fresh air and exercise.

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Outcomes for children require improvement

Due to the variations in teaching, children are not progressing at the rate of which they are capable. They are gaining some of the skills in preparation for starting school or nursery. For example, they become more confident in their toileting and learn to follow good hygiene routines. Children learn to mix with other children and to play cooperatively. However, they have limited opportunities to develop into curious and independent learners. For example, during a biscuit icing activity, children spent much of their time watching the childminder complete the activity and they lost interest. Children do not take part in a wide range of experiences that help them fully to learn about the diverse world in which they live.

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Setting details

Unique reference number EY403922 Local authority Oxfordshire Inspection number 10106689 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 - 5 Total number of places 6 Number of children on roll 7 Date of previous inspection 12 May 2015

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Registers

The childminder registered in 2010 and lives in Banbury, Oxfordshire. She operates Monday to Thursday from 7am to 5.30pm, during term time only.

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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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