Bamford, Jade Shellie

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 benefit from the childminder's kind, caring and attentive nature. The childminder has a good understanding of how to promote young children's care needs. Babies and children form close attachments to the childminder, which helps them to feel safe and secure. Babies and young children listen well and develop early communication skills as they interact happily. For example, babies respond with excitement and delight to the childminder's voice during play.

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The provision is good

Children develop strong bonds with the childminder from the outset. The childminder is kind and sensitive to children's needs. She quickly notices when children are tired or hungry and responds quickly to meet their individual needs. Care routines are implemented well. Children are motivated and show high levels of concentration. For example, babies spend time exploring a wide range of different materials. They quickly understand that by banging on pans they can make different sounds. This excites their curiosity.

p.2

The provision is good

Children are cared for in a safe and secure environment. The childminder is vigilant. She completes daily risk assessments to ensure that the environment, resources and equipment are safe and suitable for children to use. For example, the childminder ensures that young children access age-appropriate toys that stimulate their learning.

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need to do better?

n The childminder places a strong focus on building children's communication and language skills. She repeats back the sounds babies make and talks to children as they play together. This helps to promote children's understanding of language and encourages younger children to develop good early communication skills. n The childminder has a robust settling-in procedure. She works closely with parents to identify children's initial starting points and capabilities. The childminder encourages parents to bring their children for settling-in visits before they start. In addition to this, the childminder follows the home routines of young babies carefully, to help them to settle into her care with ease and to allow the children to feel secure. This all helps to promote children's emotional well-being effectively. n The childminder uses her ongoing observations to understand children's level of achievement and interests. She incorporates their next steps in learning into her

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need to do better?

planning. This has a positive impact in developing children's knowledge and skills, particularly in their key areas of learning. Children gain the skills they need for moving on to pre-school or school. n The childminder does not provide as many opportunities for young children to

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need to do better?

16 October 2019 practise early literacy skills during their play. For instance, there are less opportunities for young children to practise mark making and looking at books. n Children learn about appropriate ways in which to behave because the childminder promotes consistent boundaries. This is demonstrated when the childminder carefully intervenes and encourages young children to take turns with resources. n Partnerships with parents are good. Parents comment positively about the childminder. They value the regular updates she provides about their children's progress to keep them informed of their children's key achievements. n Overall, children have many opportunities to develop an understanding of healthy lifestyles. For example, children benefit from eating well-balanced and nutritious meals. However, babies do not have regular opportunities to use all areas of the environment, particularly to help those who prefer learning

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need to do better?

outdoors. n The childminder reflects on her practice and accurately evaluates the effectiveness of her provision. She makes plans to improve her setting for the benefit of the children in her care. She meets with other childminders to share good practice and to develop her knowledge and skills. n The childminder promotes children's understanding of the natural world well. She talks to them about what they can see, feel and smell during the activities. For example, children explore the different textures of natural objects, such as pumpkins. They enjoy banging on the hard skin of the pumpkin and touching the pulp inside. Young children demonstrate good control and coordination of their bodies, for instance by picking up small lentils and leaves and scrunching them into their hands.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good understanding of her role in safeguarding children. She has a secure knowledge and understanding of the signs and indicators of harm. The childminder is confident of the procedures to follow should she have any concerns about a child's welfare. She knows what to do should there be a complaint or an allegation made against her or a family member. Furthermore, the childminder regularly updates her safeguarding training. This means that she keeps up to date with recent safeguarding issues. The childminder closely supervises children as they play to keep them safe.

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should:

n provide more opportunities for young children to access all areas of the learning environment, particularly those who prefer to play outdoors

p.3

should:

16 October 2019 n extend opportunities for children to make marks and develop their early literacy skills.

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Setting details

Unique reference number EY546657 Local authority Oxfordshire Inspection number 10104926 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 4 Total number of places 4 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Benson, Oxfordshire. The childminder offers care from Monday to Thursday, between 7.30am to 5.30pm, all year round. She has qualified teacher status.

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Inspection activities

n The inspector talked to the children and the childminder at convenient times during the inspection. n The inspector observed children's play and evaluated an activity with the childminder. n The inspector sought the views from parents through discussions and written feedback. n The inspector carried out a learning walk with the childminder and discussed the childminder's self-evaluation processes and plans for improvement.

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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

16 October 2019 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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