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 show that they feel very 'at home' with the childminder. They move around her home confidently and purposefully. They understand the routines of the day and cooperate happily and swiftly with them. This adds to the calm and jolly environment. Children know that they need to sit on the stair step when waiting to wash their hands before eating. They happily wait with each other, chatting and laughing as they do so. The warm bonds between all the children and the childminder are very clear to see.

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The provision is good

Children are learning well how to be polite and considerate towards each other. They routinely say 'please' and 'thank you' when asking for things. Children happily play together. When they need a little extra help to remember how to share, they receive calm, clear and gentle reminders from the childminder.

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The provision is good

Children benefit from being cared for by a childminder who enjoys playing alongside them. The childminder instinctively knows how to extend children's play into meaningful learning. For example, as children play, she shows interest in what they are doing, which encourages children to talk and extend their developing vocabulary further.

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need to do better?

n The childminder knows the children very well. She makes accurate assessments about what they know and can do. She then develops a broad plan of learning based on each child's developmental needs. Children progress well during their time with her. n Children learn lots of new words and phrases. The childminder introduces new vocabulary into children's play. Children find these phrases interesting and enjoy trying them out for themselves. This shows that children are growing in confidence to use their developing language skills. For example, children listen carefully as the childminder uses phrases such as 'squish, squash, squashing' and 'snip, snip, snipping' to describe their play with dough. Children later try out these phrases for themselves. n The childminder plans adult-led activities well. She clearly identifies the skills she wants children to practise and carefully selects the resources and tools that will

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need to do better?

support this learning intent. This helps children focus well on the intended learning, without too many distractions. For example, the childminder uses children's delight in playing with dough to teach them how to hold and use scissors. n Overall, the childminder clearly identifies what children need to learn next. However, she is less specific about the next steps for each child's mathematical development. This means that the teaching in this area of learning is not as

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need to do better?

12 April 2022 targeted or well planned as it could be. n Children show a very positive attitude to learning. They focus for extended periods on the activities and resources on offer. They show pride in what they achieve. For example, children work hard to make pretend houses out of blocks and are very pleased when they complete the task. Occasionally, children show frustration when something is a little tricky, but with the childminder's encouragement they keep trying. They receive lots of praise for doing so. n Children develop good levels of confidence and independence. Young children were confident to talk to the inspector and invite her into their play. They are proud that they have learned to take off their shoes and put their belongings in their bags. Children are happy to try and do things for themselves but to ask for help when they need it. n The childminder builds very beneficial partnerships with parents. Through

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need to do better?

regular conversations parents build an accurate understanding of the progress their children are making. Parents value and use the advice offered by the childminder. For example, parents talk about how the childminder has helped them to teach their children about road safety. n The childminder has completed all statutory training. She has also completed and made use of training on behaviour management. However, she recognises that she has not sought out a wide range of further professional development opportunities, for example to deepen her understanding of planning and delivering a curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder undertakes regular training to keep her safeguarding knowledge up to date. She is able to recognise the signs and symptoms that a child may be at risk of harm or abuse. She understands the importance of reporting any concerns promptly, to keep children safe. The childminder has an accurate understanding of a wide range of safeguarding issues. For example, she understands the risk to children of being exposed to extreme views or ideologies. The childminder minimises risks in her home and ensures a suitable environment for children to play and learn safely.

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should:

n improve understanding of how to help young children learn about numbers, shapes and sizes, to improve further the curriculum for mathematics n focus professional development on enhancing existing knowledge of how children learn, to raise the quality of the curriculum to an even higher level.

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Setting details

Unique reference number EY484565 Local authority Oxfordshire Inspection number 10228985 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 9 Date of previous inspection 6 September 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Didcot, Oxfordshire. The childminder offers full-time care, Monday to Friday, all year round. The childminder receives funding to provide free early education to children aged two years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the quality of education being provided. n Parents shared their views and the inspector took these into account. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

12 April 2022 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

12 April 2022 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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