Childminder in Oxfordshire

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

Children build warm relationships with the childminder and with each other. They show that they feel happy and secure in the childminder's care. They enjoy using their imaginations. For example, they giggle and laugh as they use blankets to create dens. Children get fresh air and exercise daily. They have frequent opportunities to meet others during regular outings and visits. They practise using their bodies during soft-play sessions and enjoy messy play and creative activities at local groups. These visits also help children to acquire positive social skills and experience the wider world. Children's safety is managed effectively, both in the childminder's home and when on outings. They learn how to keep themselves safe, such as holding hands when walking. Children often take the lead in their learning and show that they are independent learners. They benefit from the daily activities that they participate in within the local community. Toddlers happily play alongside

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The provision is good

their older friends and children show that they behave well. At times, children's learning is hindered by a lack of accessible resources in the childminder's home. Nonetheless, children show that they are confident and curious learners. Overall, they receive effective support to develop the skills that they need for successful future learning.

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need to do better?

n The childminder is an effective key person who supports children's emotional well-being well. She provides routines that meet the individual needs of children. Information about children's learning is shared with their parents effectively. n The childminder makes good use of her diverse local community to help children recognise the similarities and differences between themselves and others. For example, children meet people from other communities and cultures when on visits away from the childminder's home. n The childminder supports children to develop good social skills. She models positive behaviour and supports children to wait, share and take turns. For example, games are used to help older children wait patiently as their younger friends have a go. Children interact confidently in the presence of unfamiliar adults and show that they understand what is expected of them. n The childminder uses her observations of children's learning to accurately assess

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need to do better?

what they need to learn next. She shares information about children's progress in regular reports to parents. This helps her to promptly address any persistent gaps in children's learning, with the involvement of their parents. n Children have fun as they use their imaginations and practise their speaking skills. The childminder speaks with children about what they are doing and introduces new resources to extend children's play ideas. For example, she adds plates and bowls and helps children to make ice cream cones, which they offer to each other. This contributes to the progress children make with their

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need to do better?

9 January 2020 communication and language. n The childminder helps children to develop the skills needed to prepare them for early writing in a range of ways. For example, children strengthened the small muscles in their hands as they used interlocking bricks. This prepares children well for their move on to school. n Children enjoy nutritious snacks and meals that reflect their dietary needs. Children's understanding of healthy food is further extended, for example, as they participate in healthy eating classes. Children use a range of utensils and explore new tastes as they help to prepare nutritious meals. n Children's learning is supported effectively during activities that they participate in at local groups. Resources within the childminder's home are more limited, which occasionally leads to less well-developed activities if children do not go to a group. n The childminder seeks the views of parents and children to help develop her

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need to do better?

service. She has successfully simplified arrangements to monitor and share information about children's learning. Overall, the childminder evaluates her service effectively. However, she has not fully considered professional development to further enhance her teaching skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a secure understanding of how to respond to concerns about a child's welfare. She is alert to the potential risks posed to children, including from exposure to extreme views. The childminder is confident to access early support for children and families. She knows what action to take if an allegation is made against herself and when to liaise with relevant agencies. The childminder implements procedures for dealing with accidents and medication effectively. The childminder helps to ensure her home is safe and secure. She regularly assesses risks in her home and when on outings.

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should:

n broaden the range of resources available for children to play with and explore n consider professional development as part of arrangements for self-evaluation.

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Setting details

Unique reference number EY474135 Local authority Lewisham Inspection number 10075691 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 2 to 11 Total number of places 6 Number of children on roll 6 Date of previous inspection 26 July 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Deptford in the London Borough of Lewisham. The childminder operates each weekday, from 7.30am to 7pm, all year round.

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Inspection activities

n The inspector viewed the resources and looked at the areas of the premises that are used for childminding, and discussed with the childminder how children's learning is supported. n The inspector observed the quality of interactions between the childminder and children, and assessed the impact of these on children's learning. n The inspector discussed teaching and learning with the childminder, following a children's activity.

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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

9 January 2020 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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