Childminder EY547781

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy and settled in the childminder's home-from-home setting. They are very comfortable and relaxed in her warm, welcoming care. Children behave very well and show they feel safe. They confidently select activities from the well- resourced playroom. The childminder organises the equipment effectively to encourage children's independence. Children also spend a lot of time playing and learning outside. The childminder takes children to places of interest in the local community to help them to develop their creative, physical and social skills. These include visits to toddler groups and music groups as well as trips to the library and parks.

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The provision is good

The childminder knows the children well. She checks children's abilities and builds on what they can do. She has high but realistic expectations for them. Children are making good progress in their physical, social and communication skills. The childminder engages them in meaningful conversations and they develop good levels of understanding. The childminder nurtures children's interest in books. They greatly enjoy listening to stories and acting them out. She reads stories in a bright and engaging way that engages children's concentration. Children choose books independently and handle them with care. They enjoy making predictions of what will happen next.

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need to do better?

n The childminder develops strong emotional bonds with children and is caring and attentive to their needs. They thoroughly enjoy the childminder's company and are eager for her to join in their play. She is calm and caring, which has a positive impact on children. They are well looked after and kept safe. They behave very well. n The childminder knows the children well and understands how they learn. She makes regular assessments of what children know and can do and recognises any gaps in their development. She acts swiftly to tailor play experiences to further support children's learning in these areas. Overall, children make good progress in their learning. n The childminder incorporates children's interests well into her planning. For example, during icy weather, she reads 'icy' stories, which deepens children's interest in reading as well as in the changing seasons. She furthers their curiosity as she encourages them to investigate how ice changes to water in

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need to do better?

their warm hands. She provides an abundance of sensory materials for children to explore and create with, such as sand, water, modelling dough, paint and chalk. n The childminder provides many worthwhile opportunities for children to develop their physical skills. For instance, she takes children to toddler physical play

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need to do better?

21 January 2020 groups and to parks. They also have very good opportunities for climbing, balancing and challenging their physical skills in her very well-equipped garden. n The childminder provides enjoyable activities for children to help them to learn through play. She plays alongside them and extends their play, such as during imaginative activities in the toy kitchen. For instance, she introduces new vocabulary as she shows them different toy foods for creating meals to celebrate Chinese New Year. She asks questions about what the children are doing. However, the childminder sometimes provides children with an answer before giving them time to think through their response to the question posed. n Partnerships with parents are effective. The childminder has worked hard to develop a collaborative approach to children's care and learning. Parents are kept well informed about their children's progress and care. They comment

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need to do better?

positively on her service and how much their children enjoy attending. n Children progress well in early mathematics and are learning to count. They enjoy singing along to mathematical rhymes and using their fingers for counting. Children are learning to recognise letters and can say some simple sounds, for example, as they find letters hidden in the sand tray. However, the childminder does not always teach children to pronounce sounds accurately. n The childminder reflects on her practice and is committed to her professional development. She ensures she keeps up to date with changes in legislation through reading, attending training and sharing good practice with other childminders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge of the signs to be concerned about in relation to child protection and wider safeguarding matters. She regularly attends safeguarding training. She knows who to contact if she has any concerns about a child's welfare or if there is an issue with a member of the household. The childminder carries out comprehensive risk assessments to ensure children are able to play in a safe and secure environment indoors and outside. She always keeps her dogs separate from children to help ensure their safety.

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should:

n give children more time to think though their thoughts and answer questions before offering suggestions n ensure children are consistently taught how to pronounce letter sounds correctly to support their early language and reading skills.

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Setting details

Unique reference number EY547781 Local authority Oxfordshire Inspection number 10106957 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 9 Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder re-registered in 2017 and lives in Wantage, Oxfordshire. She operates all year round from 7.45am to 6pm, Monday to Friday. The childminder has a childcare qualification at level 3.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n A tour of the setting was conducted to discuss the organisation of resources and the curriculum provided. n A number of discussions were held with the childminder, and children were spoken to during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n Parents' written views were taken account of.

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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

21 January 2020 21 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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