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 are settled and happy. They show that they feel comfortable and welcome in the childminder's home. They talk and play happily with each other and the childminder. Children behave well. They are polite and, with gentle reminders from the childminder, remember to ask for things politely. Children show consideration towards each other. For example, they notice when other children need a little more space to join in with an activity. Children move so their friends can see and hear more easily.

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The provision is good

Children show that they are keen to learn and enjoy the activities the childminder plans. These activities are enjoyable and suitably challenging for the age and development of the children. Older children focus hard as they use pens and pencils. They are proud that they can colour between the lines. Children concentrate hard as they begin to form recognisable letters. Children enjoy trips out to learn about the natural world and their local community. Children due to start school soon show that they are ready for the move. They are independent in meeting many of their own care needs. Children know when to wash their hands and can set out their own lunches.

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need to do better?

n Children learn from an appropriate mix of adult-led activities and child-initiated play. For example, older children equally enjoy completing a colouring activity as they do dressing and playing with dolls. The childminder is attentive to children. She makes effective decisions about when to let children explore independently and when to become more involved. This helps children develop well into independent learners. n Overall, the childminder supports children's developing speaking and listening skills effectively. She models language clearly and has high expectations about what children can understand. For example, she introduces children to words such as 'transparent' and clearly explains what this means. This helps children develop a wide vocabulary of words to use. n The childminder uses gentle questioning to check children's understanding. Sometimes, she does not leave enough gaps for children to process their

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need to do better?

thoughts before moving on to another question or comment. This means opportunities to extend children's thinking skills are not fully utilised. n Children are very confident with their counting skills. The childminder's accurate teaching leads to children who can solve simple number problems. For example, children work out 'one more than' and 'one less than' as they try and find the number of items they need for a task. n The childminder teaches older children to sound out different letters in words they recognise. However, this teaching is not always accurate and does not fully

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need to do better?

29 June 2022 take into account how this will be taught at school. This means there is further scope to improve this aspect of teaching. n Children persevere hard and show pride in what they can do. This demonstrates that children are developing a positive attitude to learning. For example, they concentrate hard as they write their names on pictures they have drawn. They are keen to take them home to show their families what they can do. n The childminder uses mealtimes well to teach children to make considered choices about what to eat and when. This means children develop a secure understanding of healthy eating habits. Children know that they should eat lots of fruit and vegetables but only 'little bits' of chocolate and sweets. n Parents are very happy with the service the childminder provides. They report that their children are happy and well cared for. Parents know what their children are learning with the childminder. These good partnerships are used

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need to do better?

effectively by the childminder to meet the learning and care needs of children. n The childminder takes effective steps to evaluate and develop what she does. She has reduced the amount of unnecessary written assessments she completes. She is able to show that she still knows the children well and knows what they are ready to learn next. This has helped her better focus her time on interacting with children, rather than on keeping detailed records of what they do or say.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides children with a safe and secure home-from-home environment. She supervises children suitably, including when they are eating. The childminder keeps accurate records of local arrangements for raising concerns about a child's safety or well-being. She has a good understanding of the signs that may indicate a child is at risk of harm. She understands the importance of keeping accurate records and raising any concerns promptly. She knows how to escalate a concern if she considers a child to be in immediate danger.

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should:

n allow children more time to think and process their thoughts, to extend further their thinking and problem-solving skills n focus professional development on developing an accurate understanding of how to best teach about letters and the sounds they represent.

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Setting details

Unique reference number EY100173 Local authority Oxfordshire Inspection number 10073008 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 6 Date of previous inspection 27 June 2016

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Information about this early years setting

The childminder registered in 2002 and lives in Banbury, Oxfordshire. She operates all year round from 8.30am to 6pm, Monday to Thursday. The childminder is in receipt of funding to provide free early education to children aged four 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 their 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.

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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

29 June 2022 29 June 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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