Hamilton-Clements, Lisa Maria

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 warm, secure and nurturing environment the childminder provides. They freely move around, accessing a wide range of play opportunities in all areas. Children enjoy being outdoors and are curious about the world around them. For instance, children are keen to feed ducks living next door and recognise the ducks by coloured tags with support from the childminder. They confidently explore the large sand and mud kitchen area, making ice creams and selling them to the childminder. Children are warmly welcomed and settle quickly to activities, showing that they feel safe and secure.

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The provision is good

Parents are confident in the care of the childminder and state that she provides a home-from-home environment. The childminder takes time to get to know children's routines and works extremely well in partnership with parents to provide consistent care. Children build strong relationships with the childminder, and they go to her for comfort when they are tired or need comforting. Children have good relationships with each other and consider others in their play and their care needs. For example, the childminder supports children to share pasta to thread onto string to make necklaces. Children have opportunities to play with other children outside of the setting, such as when they meet up with other childminders at toddler groups or for walks in the local community. This helps children develop good social skills, become more confident and behave well.

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need to do better?

n Children have lots of opportunities to be outdoors in the garden and also access the local school's forest school site regularly as well as the local woods and allotments. This enables children to develop their physical skills and understanding of nature and natural produce. They enjoy collecting apples, pumpkins and potatoes from the allotment and use a wheelbarrow to bring them home. The childminder talks with the children about what they have collected, and the children explain why they did not bring the brown ones back, as they were 'rotten'. n The childminder speaks passionately about her role. She ensures that all mandatory training is up to date to help her keep children safe and well. The childminder describes how she uses the internet to look for new ideas and to help her support the children in her care further. She identifies where there are areas for development and is able to reflect well on her own practice.

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need to do better?

n The childminder monitors children's progress carefully to ensure they are making good progress in their learning. She knows how to support children where there are emerging gaps in their development. Partnerships with parents are strong and the childminder keeps parents informed of children's progress. n Children have access to a language-rich environment and the childminder

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need to do better?

2 November 2022 supports children to learn new words, such as 'rotten'. Children sit and behave well when the childminder reads them a story and they learn about healthy lifestyles. For example, when reading a story about going to the dentist, the childminder related this to older siblings losing baby teeth and showed the children a large set of teeth. n Children develop their small-muscle skills successfully. Children are curious, explorative and focused during activities, asking questions to develop their knowledge. However, children do not have opportunities to use their imaginations freely, as some of the activities are occasionally overly adult-led. Children are not always free to choose their own materials to design and create their own art craft. n Children understand expectations for behaviour and willingly help with tasks such as tidying up toys. The childminder helps children to share and take turns

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need to do better?

when using the equipment. For example, when playing outside in the sand area, children are supported to share spoons and scoop the ice cream together. n The childminder develops a curriculum with specific focus on supporting children's communication and language development, as well as their physical skills. She gathers information about the children when they start at her setting to support her curriculum, and she sequences children's learning. However, sometimes, the childminder does not always weave her learning intentions throughout all of her interactions with children. This does not further extend what children are learning next to enable them to make even greater developmental progress. n Children have access to age-appropriate opportunities to learn about the lives of others. They find out about the traditions and celebrations of other cultures through some opportunities such as singing, stories and cooking.

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need to do better?

n The childminder encourages children to recognise their own feelings and helps them manage their emotions. For example, she asks them if they are tired and would they like to have a sleep. Children develop their independence skills well. They put on their own shoes and wash hands in preparation for snack or after toileting.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role in safeguarding children. She offers a safe environment and completes regular risk assessments as well as maintaining the home to a high standard. The childminder has kept up to date with her knowledge of safeguarding and is aware of wider areas of safeguarding, such as county lines. The childminder can talk with confidence about what she would do in a range of scenarios. She has a strong knowledge of what to do if she has concerns about a child. Children know what to do in the event of a fire and have regular fire drills.

p.3

should:

n strengthen teaching to extend children's learning even more to support them to make the best developmental progress n give children opportunities to be more creative in planned activities, to enhance their imagination further.

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Setting details

Unique reference number EY292362 Local authority Oxfordshire Inspection number 10234859 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 17 Date of previous inspection 1 March 2017

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Information about this early years setting

The childminder registered in 2004 and lives in Long Hanborough, Oxfordshire. She operates her service Monday to Friday, all year round. The childminder holds a relevant early years qualification.

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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 showed the inspector the premises and discussed her intention for children's learning. n The inspector spoke with parents during the inspection and took account of their views. n The inspector observed the interactions between the childminder and children and assessed the impact on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with key documentation.

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Inspection activities

2 November 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

2 November 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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