Collins, Camilla

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

p.1

The provision is good

Children demonstrate that they feel safe and secure in the childminder's home. They are happy, build strong attachments with the childminder and her assistant and settle quickly, following a comprehensive settling-in period. There is space for children to wander around the home safely and explore the available resources as they make choices about what they would like to play with next. This helps to support their growing independence. The childminder and her assistant are sensitive to children's individual needs and recognise quickly when young children need to eat, sleep or have a reassuring cuddle.

p.2

The provision is good

Children enjoy action songs, which encourage their speaking and physical skills. For example, they smile with delight as they act out the actions and re-enact the words of well-known songs and rhymes. The childminder provides a stimulating and exciting environment. This motivates children to explore and engage in the creative experiences on offer. Children focus for periods of time as they explore the range of sensory items. For example, older children explore and manipulate the lemon- scented play dough and younger children discover a range of natural resources in the treasure baskets. Children show that they are confident and comfortable in the childminder's home. They have a positive attitude towards learning and are curious.

p.2

need to do better?

n Children have very good opportunities each day to be physically active and experience the fresh air. The childminder gives extra value to providing much- needed outdoor experiences for children. For example, she plans visits to a host of interesting places, and attends local groups and parks. This significantly enhances children's good health and wider learning opportunities across all areas of the curriculum. n The childminder and her assistant manage children's behaviour well and are calm, encouraging and positive. They are good role models. For example, they demonstrate to the children how to share equipment, promote turn taking and remind children of the rules, such as 'indoor voices please'. Children listen, respond to instructions, and are respectful and polite. n The childminder and her assistant plan the curriculum so that it covers all areas of learning effectively . They assess children's abilities from information gathered

p.2

need to do better?

from parents and their own observations. Overall, they plan the curriculum to support individual children's needs. However, on occasions, the childminder and her assistant do not provide further challenges to help children make the best possible progress in their learning. n Children are well cared for. The childminder and her assistant talk to children and their parents about the benefits of healthy eating. For example, the

p.2

need to do better?

26 February 2020 childminder reminds children and parents about the consequences of too much sugar and promotes the benefits of a well-balanced and healthy lunch box. n The childminder conducts research, networks with other providers and accesses training. She meets with her assistant regularly and supervises her closely. The childminder considers the workload and well-being of her assistant carefully. However, there is scope to make better use of professional development to raise the teaching practice to the highest possible level. n Partnership working is strong. The childminder shares detailed information with parents, professionals and other providers about children's care and learning. Parents are extremely happy with the service provided. They comment on the care and learning opportunities the childminder creates for the children in her care. Parents appreciate the childminder's advice and support on issues such as

p.2

need to do better?

healthy eating, sleeping and toilet training. This helps to foster good continuity for children between the setting, home and other settings. n The childminder helps children to gain good early mathematical skills. For example, younger children count to five and are beginning to recognise different shapes and use mathematical language to describe size.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is well organised. She successfully implements a range of records, documents and policies that help to safeguard children and foster their welfare. The childminder and her assistant attend regular child protection training. They know how to monitor and report different types of concerns. The childminder and her assistant are confident in recognising the signs that might indicate a child is at risk of harm and the procedures to follow if they have any child protection concerns. They have a sound understanding of wider safeguarding issues, such as the risk of radicalisation and female genital mutilation. This helps to protect children from harm.

p.3

should:

n provide children with consistently high levels of challenge during activities to help them make rapid progress in their learning n sharpen the focus of supervision and professional development of the childminding assistant to develop teaching practice to the highest possible level.

p.3

Setting details

Unique reference number EY285735 Local authority Oxfordshire Inspection number 10137044 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 2 Total number of places 6 Number of children on roll 8 Date of previous inspection 30 September 2015

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Bicester, Oxfordshire. She operates Monday to Thursday from 7am to 6.15pm, and on Friday from 7am to 9am, all year round. The childminder works with an assistant and holds a relevant qualification at level 6.

p.4

Inspection activities

n The inspector observed teaching practice and conducted a joint observation with the childminder. n The inspector viewed the areas used for childminding and held discussions with the childminder about the learning environment. n The inspector spoke to the childminder and her assistant at appropriate times throughout the inspection about how they safeguard children, foster their physical well-being and promote learning. n The inspector looked at the documents available, including children's learning records, policies and procedures. n The inspector checked evidence of the suitability and qualifications of the childminder and her assistant.

p.4

Inspection activities

26 February 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.

p.4

Inspection activities

26 February 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6