Childminder in Oxfordshire

Inspection date 9 July 2019 Previous inspection date 21 January 2016

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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 carries out regular observations and assessments of the children to help her to accurately identify children's next steps in learning. All children make good progress from the moment they start with the childminder, including children with special educational needs and/or disabilities (SEND). n The childminder provides plenty of opportunities for children to develop their physical skills inside and outdoors. For example, children sing and participate in action songs, crawl through tunnels and climb ladders to slides. n The childminder is committed to improving her knowledge and skills, and evaluates her service well. She has recently attended training to extend her knowledge in supporting children with SEND. n Children develop a good understanding of diversity. For instance, they learn about each other's family backgrounds and celebrate their similarities and differences well. Children

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This provision is good

compare where each other's family come from on a world map. n The childminder does not always create inviting and attractive learning environments to fully engage children in play. For example, sometimes children lose interest and search for new activities and the learning environments can get quite busy, making it unclear to the children what learning activities are available to them. n The childminder has not fully developed her partnerships with parents to help them to support greater continuity in their children's next steps in learning and development at home.

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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 provide more welcoming learning environments so that children are fully clear on what is available to them and can make more choices in their play n strengthen partnerships with parents even further to raise the consistency in supporting children's next stages in learning at home.

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What the setting needs to do to improve further

n The inspector talked to the children and the childminder at convenient times during the inspection. n The inspector observed children's play and evaluated an activity with the childminder. n The inspector sought the views from parents through written feedback. n The inspector looked at a range of relevant documentation relating to safeguarding, policies and procedures, and learning and development documents.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder knows how to recognise the signs that a child's welfare and safety may be at risk, such as in the event of a child protection concern. She identifies any risks in the environment effectively, and addresses these promptly to ensure children play safely. The childminder takes appropriate measures to help keep children safe on outings. For example, she teaches children how to cross roads safely. The childminder makes good use of her relationships with other local childminders to share and implement new learning opportunities for children. For instance, she has recently developed a 'painting wall' in her garden to help promote expressive art outdoors.

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Quality of teaching, learning and assessment is good

The childminder supports children's speech development effectively. This is illustrated as she models lots of language and builds children's vocabulary successfully. As children play in jelly, she introduces descriptive words, such as 'sticky' and 'squashy'. The childminder gives children the time they need to respond to any questions and share their own ideas. She makes good use of any educational funding to support children's interests and learning needs. This is demonstrated in the variety of materials and media she provides for children who seek more sensory exploration.

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Personal development, behaviour and welfare are good

The childminder provides plenty of opportunities for children to practise their social skills. For instance, she plans regular visits to toddler groups and meets up with other childminders to help promote children's social and emotional development. Children behave well. The childminder gives children plenty of praise and encouragement, which helps to boost their self-esteem and confidence. Parents and children write positive comments about the childminder's care. For instance, they comment on how kind she is and the good progress children make in her care.

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Outcomes for children are good

Children develop good mathematical skills. This is demonstrated as they learn to match simple shapes together and count. Children show a keen interest in toys that support their technological development. For example, younger children enjoy pushing buttons and watching pictures light up. Older children press buttons to hear music and sing along to rhymes. Children develop good hygiene practices. They follow routines for handwashing and attend to their personal hygiene. All children are well prepared for their next stages in learning and the move to school.

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Setting details

Unique reference number EY486257 Local authority Oxfordshire Inspection number 10076413 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 - 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 21 January 2016

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Registers

The childminder registered in 2015. She lives in Grove, Oxfordshire. The childminder offers care on weekdays, between 7am and 6pm, all year round. She has a childcare qualification at level 3. The childminder is in receipt of funding for the provision of free early education for four-year-old children.

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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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