Childminder EY217357

Overall effectiveness Good

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

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The provision is good

Relationships between children and the childminder are warm and sensitive. Children feel welcome and secure in the childminder's home. Children enjoy the childminder's company and that of her friendly assistants.

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The provision is good

The childminder wants all children to achieve well and to be ready for the next stage in their learning, including starting nursery or school. She focuses well on teaching key skills and qualities in readiness for this move. For example, she helps children to consider the feelings of others, to listen well and to understand that sometimes they need to wait for their needs to be met. Children respond well to the childminder's calm, encouraging and consistent approach as she helps children master these skills.

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The provision is good

Children show enthusiasm for taking part in the activities that the childminder plans. The curriculum offers good breadth and variety to children's learning. The resources in the childminder's home are of good quality and attractively displayed. Children enjoy choosing what to do as well as taking part in more-structured learning experiences. Sometimes when planning craft and painting activities, the childminder focuses more on the end result she wants children to achieve rather than on the learning that can come from the process.

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need to do better?

n The childminder promotes children's literacy skills well. Children visit the library and choose books to share with the childminder and with their parents at home. The childminder reads to children regularly, ensuring she does so in a quiet room where children can focus well and enjoy listening to the story. This contributes well to children's interest in books. n The childminder builds respectful, professional and close working relationships with parents. She keeps them regularly updated on children's progress and takes on board their views about what they would like her to teach next. For example, the childminder researches the approach parents are taking to toilet training so that she can support this well in her home. The childminder also works with parents to develop early reading and writing skills in older early years children. For example, she helps children to write their names and recognise the initial

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need to do better?

sounds in words. n The childminder understands the need to assess children's learning in order to monitor their progress. However, the current assessment arrangements are overly burdensome. Many of the written assessments and observations she completes are not adding to her understanding of what each child needs to learn next. These add unnecessarily to her workload. n The childminder wants children to learn about the world in which they live. She

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need to do better?

12 November 2019 wants them to appreciate nature and learn about different cultures, celebrations and important world events. Children are proud of the pictures and crafts they have made to mark special days or as part of topics such as autumn. However, the learning from these is not as secure as it could be because the childminder is not fully effective in helping children make links between what they have made and the event it is to represent. n The childminder knows that it is important to children's health, development and well-being to be physically active. She ensures that children have plenty of exercise. For instance, on the day of the inspection it was raining heavily and so the childminder organised the space inside so that children could run and chase bubbles safely. n The childminder meets children's care needs well, which adds to children's emotional security. She ensures that children who need a sleep can do so in a

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need to do better?

calm and quiet room, and she checks on them frequently. She helps older children with their toileting as needed, while also teaching them to be increasingly independent in meeting their own care needs. Children confidently wash their own hands before eating.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a thorough understanding of safeguarding and child protection matters. She is able to recognise the signs that a child may be at risk of harm, neglect or exposure to extreme views. She knows how to seek support or advice if needed about potential safeguarding concerns. She understands the importance of keeping thorough records. The childminder knows how to escalate concerns promptly if concerned about a child's welfare. She attends regular safeguarding training and shares her learning effectively with her assistants. As a result, the assistants' safeguarding knowledge is also secure.

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should:

n focus planning more precisely on the skills and knowledge children need to gain rather than on the end result that children are to produce, to enhance their learning further still n reduce workload, introducing more efficient ways to assess development and identify what children would most benefit from learning next.

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Setting details

Unique reference number EY217357 Local authority Oxfordshire Inspection number 10108529 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 6 Number of children on roll 6 Date of previous inspection 22 April 2015

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Information about this early years setting

The childminder registered in 2002. She lives in Banbury, Oxfordshire. She holds a relevant qualification at level 3. The childminder offers care from 7.45am to 5pm, Tuesday to Friday, term time only. She receives funding to provide free early education to children aged three years. The childminder works with two registered assistants.

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Inspection activities

n The childminder and the inspector carried out a learning walk and the childminder explained how she organises the provision. n The inspector completed a joint observation with the childminder. n The inspector observed the childminder, one of her assistants and the children, and evaluated the quality of teaching and the curriculum. n Parents shared their views through written feedback and the inspector took these views into account. n The inspector held discussions with the childminder and assistant at mutually convenient times.

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Inspection activities

12 November 2019 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

12 November 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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