Childminder in Oxfordshire

Inspection date 18 June 2019 Previous inspection date 15 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 The childminder is very nurturing and kind. She makes children feel very welcome. Children show that they feel very 'at home' in the happy and positive environment. n The childminder supports younger children's personal, physical and communication skills especially well. Children who start with less developed skills in these areas quickly begin to catch up with their peers. Children make good progress from their starting points. n Children show a positive attitude towards their learning. They enjoy exploring the resources that the childminder provides. They are developing well into independent and inquisitive learners. n The childminder and parents work together well to meet the individual needs of each child. There are daily exchanges of information about children's interests, needs and developing skills. These strong partnerships have a positive impact on children's learning and well-being. n The childminder misses some opportunities to introduce counting, numbers and

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This provision is good

mathematical language into children's play and routines. n The childminder does not consistently make the best use of self-evaluation or professional development opportunities to reflect on what she does or update her teaching skills so that she can enhance children's learning further still.

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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 children's developing understanding of numbers and other mathematical concepts, to support more fully their mathematical progress n make better use of self-evaluation and professional development opportunities to raise the quality of teaching and outcomes for children even further.

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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. n The inspector observed children and the childminder and evaluated the quality of teaching and learning. n The inspector took account of the views of parents. n The inspector spoke with the childminder about her understanding of safeguarding, child protection and first aid. n The inspector looked at documentation, including children's records and the childminder's policies.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her role in keeping children safe. She knows what to do if she has any concerns about a child's welfare or well-being, including how to record and report such concerns. She supervises children closely and ensures her home is safe and secure. She keeps accurate records about children's attendance and other documentation is in place to help with the smooth running of her service. She builds useful partnerships with staff at pre-schools that children also attend. For example, the childminder finds out about what children are learning elsewhere so that she can build on it further during the time children spend with her. She has suitable arrangements for monitoring and assessing children's progress.

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Quality of teaching, learning and assessment is good

The childminder knows the children and their individual needs well. She identifies what each child needs to learn next and tailors her teaching effectively to help them develop these skills. For example, she accurately assesses when younger children are ready to start learning more words. She uses clear, simple language to describe what children are doing and to name the toys they are using. Children listen carefully and repeat back new words, such as 'giraffe'. Children use phrases that they hear the childminder use, such as 'oh dear' and 'never mind'. During periods of independent play children show fascination with the resources on offer. For example, they carefully examine shells and shiny stones. They explore their texture and line them up carefully.

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Personal development, behaviour and welfare are good

Children show a positive attitude towards physical play. On the day of the inspection they chose to play outside. They moved about energetically and practised their walking, running and balancing skills. The childminder is very attentive to their care needs. She notices when children are getting tired and settles them to sleep. She works closely with parents to ensure that children are confident in meeting their own toileting needs before they start school. The childminder uses nappy-changing times to continue to build on the warm bonds she has with the children. For example, she sings and chats to children as she changes them and children chat and smile back. Children show good levels of well- being. They go about their day with purpose and positivity.

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Outcomes for children are good

Children develop a good range of skills and a positive attitude towards learning. The childminder prepares them well for their future learning, including starting school or pre- school. Children develop the confidence to try out their own ideas. They behave well. They learn to manage their emotions and to play cooperatively. They learn about their local community and the wider world.

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Setting details

Unique reference number EY384955 Local authority Oxfordshire Inspection number 10106132 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 10 Date of previous inspection 15 September 2014

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Registers

The childminder registered in 2008 and lives in Thame, Oxfordshire. She offers care all day, Monday to Friday, throughout the year. She holds a relevant childcare qualification at level 3.

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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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