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 Not applicable

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The provision is good

Children are confident in the childminder's care. They happily talk to visitors about their friends, family and what they like to play with at the childminder's house. Children enjoy a variety of exciting activities that the childminder plans to support their learning. They enthusiastically introduce numbers and shapes into play. The childminder builds on this by teaching new shapes, such as crescent, to help extend children's knowledge. Children clearly demonstrate they feel safe and secure in the childminder's care.

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The provision is good

During regular outings to local nature reserves, children recognise other children they have previously played with. They confidently cooperate and negotiate with each other as they take turns and share resources. For instance, one child rolls a ball and then says 'now it is your turn' and waits patiently for the other child to have their go. Children engage in long periods of imaginative play and invite the childminder to join them. This role play helps children to show and make good use of what knowledge they have of camping outdoors in play. For example, children say 'sizzle' 'sizzle' as the pretend sausages cook on the 'fire'. They tell the childminder that they are hot and to 'take care'. The childminder takes on the roles children provide her, with enthusiasm. For instance, the childminder pierces the 'marshmallows' (leaves) onto twigs to cook.

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need to do better?

n The childminder knows the children in her care very well. She understands how they learn and what interests them. The childminder uses this knowledge to provide a sequenced curriculum that builds on what children already know and what they need to learn. All children make good progress from the moment they start. n The childminder makes good use of every opportunity to listen and to respond to children's speech. She acknowledges and repeats children's language, and children are confident speakers. n Children have regular opportunities to explore the natural world around them through outings. They learn to take appropriate risks and to encounter physical challenges, for example, climbing up steep slopes to roll balls down a hill. Children are aware of road safety, and they tell the childminder that they will wait for the green man to appear before they cross the road so that it is safe. They hold hands with the childminder, and she supervises them vigilantly while

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need to do better?

out on walks. n The childminder makes good use of signs outside to help children to notice pictures and print around them. For example, the childminder encourages children to say what they can see on information signs in the nature reserve. She uses these opportunities effectively to instil new vocabulary, such as 'coral'.

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need to do better?

16 June 2021 n The childminder helps children to develop good emotional well-being and a positive self-image. Children show pride as they compliment themselves and others. n Children demonstrate self-help skills, such as opening their own lunch boxes. However, there are some occasions when the childminder can promote children's independence even further. n Partnership with parents is strong. The childminder shares plenty of information about children's progress with parents. She offers ideas and support to continue to extending children's learning at home. For instance, parents comment on how fun it has been discovering their child's new interests in numbers. They write about how the childminder has inspired them to include this more in their play at home. n The childminder establishes effective links with local schools to share relevant information about children. However, she does not always communicate

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need to do better?

effectively with staff at other early years settings to share details about children's learning. This means that sometimes she is not able to gain other practitioners' views about children's learning and development. n The childminder is mindful to update her skills and knowledge on a regular basis. She uses her new learning to help enhance children's experiences further. For instance, by providing children with more chances to learn through outdoor adventures and forest school activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes safeguarding training regularly to help her keep up to date with current safeguarding requirements. This includes protecting children from the influence of extremist views. The childminder knows the signs that indicate a child might be at risk of neglect or abuse. She is clear on the procedures to follow should she have a concern regarding a child's welfare. The childminder's home is safe and secure. She conducts regular risk assessments of her home, and she is vigilant when children take part in outings.

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should:

n encourage and support children to try and complete more tasks for themselves and develop their independence skills even further n develop links with practitioners at other early years settings children attend to share information and to build a stronger knowledge of children's learning and development.

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Setting details

Unique reference number 2520273 Local authority Oxfordshire Inspection number 10191851 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Headington, Oxford. She operates term time from 9am to 4.30pm, Monday to Thursday. She has a relevant childcare qualification.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the setting. n The inspector completed a learning walk of the setting to understand how the provision and the curriculum are organised. n The inspector spoke with the childminder at appropriate times throughout the inspection to help establish the childminder's understanding of how to safeguard the children in her care. n A planned activity was jointly observed and evaluated by the inspector and the childminder. n The inspector had discussions with the children, and she took account of the views of parents through written feedback. n The inspector viewed relevant documentation, including suitability checks, evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

16 June 2021 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 June 2021 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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