Childminder EY469255

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

The childminder develops nurturing and warm relationships with children. She is sensitive to their needs and swiftly builds deep bonds with them. Settling-in procedures are effective. This means children quickly build confidence in their new environment. Toddlers want to do things independently, expressing their own preferences. The childminder encourages children's participation, concentration and engagement well.

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The provision is good

Children are happy and enjoy exploring and leading their own learning through play. For example, the childminder encouraged children to explore an igloo and praised them when they found animals and birds inside that live in cold climates. Children were delighted to find penguins buried in 'snow' and fascinated by the texture of the finely shredded breadcrumbs. Children learn about the natural environment while exploring outdoors. For instance, during a walk in the nearby park, young children investigated the bark of trees, feeling the different textures, and excitedly picked up beechnuts to examine.

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The provision is good

The childminder helps children to manage their own behaviour. Younger children gradually develop an awareness of other children's feelings. For example, toddlers comfort younger children by gently stroking their head. Children are beginning to understand that they should share toys and equipment.

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need to do better?

n The childminder supports children's early language skills very well. She introduces new vocabulary, for example when pointing to pictures in books, or naming animals that live in cold lands. They sing nursery rhymes and listen to music together. The childminder sits with children as they play and talks to them about what they are doing. She builds on children's speech and language effectively, helping them to extend their vocabulary. Toddlers communicate well for their ages and eagerly respond to simple questions and instructions. n The childminder works closely with parents to encourage children in their personal care and self-help skills. She teaches children to maintain good standards of hygiene to promote health and well-being. The childminder understands the skills children need to become ready for the next stage in their learning. Children develop their independence, for example as they learn to

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need to do better?

wash their hands and practise putting on their coats. n The childminder takes children on an exciting range of outings within the community. For instance, children regularly visit local toddler groups, parks, 'forest school' sessions and other places of interest. This provides children with opportunities to socialise in larger groups, as well as enabling them to develop an understanding and respect for those who are different from themselves.

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need to do better?

30 January 2020 n Effective partnerships with parents support children's care and education well. The childminder collects detailed information from parents when their children first start at the setting. For example, she finds out about children's interests, current levels of development and routines. This enables her to provide good consistency of care right from the start. The childminder keeps parents updated about their children's progress and achievements. n The childminder evaluates and reflects on the overall quality of her service well. She has introduced 'forest school' activities to extend children's learning and experiences. The childminder values feedback from parents and children and uses this information to evaluate her own practice effectively and identify areas for improvement. The childminder completes all mandatory training, such as paediatric first aid, food safety and safeguarding. However, she has not yet

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need to do better?

focused her professional development sufficiently on raising the good quality of teaching further, to achieve even higher outcomes for children. n Children enjoy a range of interesting activities that support their learning well. The childminder uses her skills and knowledge to identify what children need to learn next. She helps children to explore their mathematical understanding. For example, she teaches them to count as they play. Children freely choose books and show an interest in stories. However, the childminder does not provide as many opportunities for children to practise early writing skills during their play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role in protecting children who may be at risk of harm. She has a good understanding of how to monitor and report any concerns about a child's welfare. The childminder completes robust risk assessments for her home and any outings that she takes children on. She teaches children how to manage risks themselves. For example, they know that they should not climb on the furniture. The childminder keeps her knowledge up to date and is aware of wider child protection issues, such as extremism and exploitation.

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should:

n enhance the use of professional development to focus more precisely on building knowledge and understanding, in order to raise the quality of teaching even more n extend opportunities for children to make marks and develop their early writing skills.

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Setting details

Unique reference number EY469255 Local authority Oxfordshire Inspection number 10136743 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 10 Total number of places 6 Number of children on roll 3 Date of previous inspection 3 March 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Didcot, Oxfordshire. She operates during term time only from 7.30am to 5.30pm, Monday to Thursday. The childminder is a qualified primary school teacher.

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Inspection activities

n The inspector held a number of discussions with the childminder throughout the inspection. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises. n A joint evaluation of an activity was discussed by the inspector and the childminder. n The inspector observed the quality of teaching during activities indoors and outside, and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to and interacted with the children. The inspector took account of the views of parents through written feedback.

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Inspection activities

30 January 2020 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

30 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

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