Childminder EY485452

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder has a strong understanding of how children learn. He assesses their progress accurately and plans activities that build on themes to strengthen children's knowledge and understanding. For example, children show an interest in the natural objects he displays to develop their understanding of the changes of seasons. Children use new descriptive words, such as 'spiky' and 'smooth' to describe the textures of the objects. The childminder introduces a wider range of objects and encourages children to investigate their shapes and sizes to enhance their understanding of mathematical concepts.

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The provision is good

Children's communication and language skills develop very well. The childminder continually engages them in conversation. He shares books with children every day and plans exciting activities to introduce new words to the children. For instance, children learn words such as 'conkers' and 'pine cones' as they explore a box of hidden natural objects.

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The provision is good

The childminder is friendly and calm. Children form close relationships with him and this helps them to feel safe and secure. The childminder understands children's personalities and takes them into account when setting boundaries. He teaches children to be polite and share with each other. Children behave well and show positive attitudes to their learning.

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need to do better?

n Using his good knowledge of the curriculum, the childminder supports children's emotional security and the development of their unique character. For instance, young children speak freely about their feelings and what they need. n Children enjoy being creative with arts and crafts and playing with a wide range of role-play resources. The childminder provides lots of opportunities for children to freely express themselves. This is demonstrated when children hear music and start to move their bodies to the rhythm. n The childminder makes the best of all opportunities to extend children's understanding of numbers and counting. For instance, he encourages children to make estimates of 'more' or 'less' and count the objects to check their answers. n Children develop early literacy skills effectively. They choose from a wide range of activities that help them develop their concentration and attention span. For

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need to do better?

example, they draw lines and circles on paper, developing good hand-to-eye coordination. Children enjoy listening to stories read by the childminder. They sit cuddled up together and enjoy being actively involved in finding items in the pictures and turning the pages. n Children enjoy rolling, stretching and moulding dough. The childminder challenges children to peel the paper from the back of stickers during craft

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need to do better?

23 October 2019 sessions. All of these activities help to promote children's small-muscle skills. Children have many opportunities to get physically active. For example, children develop their coordination and balancing skills using larger equipment in the garden or at local parks. n The childminder offers plenty of opportunities for children to develop their independence and manage small risks. This is illustrated as children feed and dress themselves. Younger children confidently stand on steps to wash their own hands and older children tend to their own toileting needs. All children make good progress from their starting points. They gain the skills they need for moving on to pre-school or school. n The childminder works in close partnership with parents. He gives them verbal feedback about activities the children have done that day. Parents speak highly of the childminder and how well he supports children's learning. They comment

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need to do better?

on his 'unfailingly careful and caring' manner and how reliable and consistent he is. n The childminder follows a programme of professional development. He attends regular training and local networking groups. This helps him to keep his professional knowledge up to date. However, his self-evaluation is not focused closely enough on how to raise the children's learning to the highest levels. n Overall, the childminder completes detailed assessments on what children know and can do. However, he does not always make the best possible use of the progress check for two-year-old children to highlight their precise next stages in development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of safeguarding matters. He renews his safeguarding training regularly to keep his knowledge up to date. The childminder is aware of the signs that could indicate a child is at risk of harm. He is fully informed of local safeguarding procedures and the steps to take to protect children's well-being. The childminder carries out thorough risk assessments of his premises and on any outings with the children. He teaches children to keep themselves safe, for example when out walking and crossing the roads.

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should:

n develop a more focused approach to evaluating the provision to enhance the effectiveness of the curriculum even further n strengthen the progress checks for two-year-old children to provide even clearer and precise next steps in children's progress to help raise their learning to the highest levels.

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Setting details

Unique reference number EY485452 Local authority Oxfordshire Inspection number 10076394 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 to 7 Total number of places 4 Number of children on roll 7 Date of previous inspection 8 February 2016

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Information about this early years setting

The childminder registered in 2015. He lives in Wallingford, Oxfordshire. The childminder offers care from Monday to Thursday, between 8am and 5.30pm, all year round. He has a recognised early years qualification at level 3.

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Inspection activities

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 of parents through written feedback. n The inspector saw the parts of the childminder's home that he uses when looking after children and discussed his understanding of risk assessment and safeguarding.

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Inspection activities

We carried out this inspection 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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Inspection activities

23 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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