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 enjoy the time they spend with the childminder, who provides a warm, caring and safe environment. They quickly settle and become engrossed in their play. The childminder provides a good variety of play and learning activities. She places a high priority on getting to know individual children's needs and interests. This helps her to provide challenging opportunities which help children meet their next steps in learning. The childminder gains a good understanding of children's care routines and learning needs when they first start through information she gathers from parents. This helps children to feel secure.

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The provision is good

The childminder has high expectations of what children can achieve. She creates a calm and purposeful atmosphere. Children make good progress, including in their physical, communication and social skills. Children behave well and gain good independence skills. For instance, they move from one play area to another with confidence, exploring resources and choosing what to play with.

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The provision is good

The childminder skilfully supports children's language skills. She introduces new words during their imaginative play, such as when playing with a toy bus or singing melodies and rhymes with them. Children have ample opportunity to widen their experiences, for example, during visits to toddler groups and walks in the local community.

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need to do better?

n Children are happy, settled and keen to learn. They behave well and build warm and trusting relationships with the childminder and each other. The childminder is attentive to children's needs and helps them to learn how to keep themselves safe. For example, children independently tidy their toys away before choosing other activities. They understand how to help to keep the playroom safe and protect others from tripping and falling over. n Children enjoy cuddling up to the childminder to listen to a favourite story. The childminder discusses the characters and challenges the children to predict what will happen next. She gives the children time to think and answer questions. She provides a good range of books to interest children of all ages. However, the childminder does not ensure there are enough opportunities for children to easily access books for themselves. This sometimes prevents the children from

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need to do better?

independently choosing and enjoying books during their play. Children have plenty of opportunities for early mark making, for example when using paints, chalk and colouring pens. n The childminder has established good working relationships with parents. Parents receive regular updates about what the children have enjoyed and their achievements. She uses a range of methods to keep in contact with parents,

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need to do better?

5 March 2020 including daily communication diaries and verbal feedback. She encourages parents to share information to enhance children's experiences and maintain continuity in their care and learning. n Children learn about healthy lifestyles. For instance, they know and understand about germs and washing their hands at appropriate times. Children regularly engage in outdoor play to make sure they have plenty of fresh air and exercise. For example, they enjoy playing in the childminder's well-equipped garden. They visit local parks where they can use the challenging play equipment to develop their balance and coordination skills. Children learn about their community and people who help us. n Children have regular opportunities for investigations during play. For instance, when using a toy car track, they find out how far toy cars fall when dropped from different heights. The childminder provides good opportunities for children

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need to do better?

to develop their understanding of nature, such as when they pot bean seeds and watch them grow into plants. She encourages children to develop their understanding of shape, space and measures. This is evident when she helps children to compare the growth of their beanstalks. However, occasionally, she does not provide enough challenge in counting and recognising numerals during play. n The childminder reflects on her practice and is keen to develop her service. She attends regular training and meets with other childminders to share ideas and compare practice. She regularly updates her resources to suit children's development and build an effective curriculum to suit their learning needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a comprehensive knowledge of safeguarding and child protection procedures. She can clearly identify the signs and symptoms which may indicate that a child is at risk of harm. The childminder has a secure understanding of wider safeguarding issues and knows the procedures to follow and professionals to contact should she have concerns. Children practise fire evacuations with the childminder so they know what to do in an emergency. The childminder ensures her first-aid qualification is kept up to date. She ensures her home is safe and secure for children to use.

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should:

n increase opportunities for children to select books for themselves during play to help them make even greater progress in early reading n provide more challenging opportunities for children to build their counting skills and ability to recognise numerals.

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Setting details

Unique reference number 133531 Local authority Oxfordshire Inspection number 10065498 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 10 February 2016

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Information about this early years setting

The childminder registered in 1996 and lives in Hook Norton, Oxfordshire. She operates all year round from 7.30am to 5.30pm, Monday to Thursday. She holds an early years qualification at level 3.

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Inspection activities

n The inspector held a discussion with the childminder to understand how the early years provision and curriculum are organised. n The inspector viewed the play spaces and observed interactions between the childminder and children. n The inspector looked at a sample of the childminder's documentation, including policies and procedures, and training certificates. n The inspector talked to children at appropriate times during the inspection.

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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

5 March 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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