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

p.1

The provision is good

Children settle quickly and eagerly begin to explore the wide range of activities on offer. They have strong bonds with the childminder, co-childminder and their assistant. For example, they enjoy exploring pretend ice creams and stacking them on top of each other to see how high they can go. Children feel safe and secure.

p.2

The provision is good

Children behave well and the childminder is quick to support them when they need help to regulate their feelings. For example, she constantly repeats phrases such as 'my turn' to help children understand how to take turns. Children are beginning to learn right from wrong.

p.2

The provision is good

Children are extremely independent and love to try new things. For example, they enjoy independently using the tap to wash their hands. They are quick to let the childminder know they can manage this on their own. This helps children to manage their own health and self-care needs.

p.2

The provision is good

Children are beginning to understand what makes them unique. For example, they ask the assistant for their friend's names and she supports them by naming all who are present. She ensures to include the names of the children asking so that they too understand a real sense of belonging.

p.2

need to do better?

n The childminder communicates well with the co-childminder and assistant. They frequently talk about the children's learning and how to support the next steps in their development. However, arrangements to support the professional development of the assistant are not prioritised well enough to support them to continually develop and update their skills and knowledge. n The childminder offers a well-planned and well-thought-out curriculum. She understands the need to focus on children's emotional development and has a 'one of the family' ethos. The childminder knows how children learn across all seven areas of learning. For example, she recognises that babies will learn about exploring objects and older children will be learning a wider vocabulary. Children make good progress and have suitable next steps for their development. n The childminder and her assistant truly understand how to ignite awe and

p.2

need to do better?

wonder through children's experiences. For example, children are enthusiastic as the assistant introduces a song bag. They smile with joy as they choose the object and all shout out the nursery rhyme they know about it. Children have wonderful experiences to support their early literacy skills. n Children have amazing positive attitudes to play and learning. For example, babies delight in sharing toys with older children. They giggle and laugh as they work together, rolling balls down tubes. Older children happily take turns and

p.2

need to do better?

5 January 2023 excitedly show the babies how to use the toy. Children have lovely friendships. n The childminder is passionate about children having the right support in place to meet their next steps of development. She regularly liaises with professionals and other settings that children attend. For example, she shares progress reports with them to ensure that children benefit from shared next steps of development. The childminder has the the same ambition for all children. She is prompt in ensuring that children with special educational needs and/or disabilities have access to the specific support they need. n Parents are very happy with the care the childminder provides. One parent comments that the childminder's home is a, 'very unique setting that is truly wonderful'. The childminder has lovely relationships with the children's families and they share trusting relationships. For example, parents appreciate the

p.2

need to do better?

support for children who needed help to settle after COVID-19. They value the healthy meals provided by the childminder and say this helps to support children to have good eating habits. This helps children to maintain healthy habits. n The childminder plans some enjoyable experiences that help children to learn about their community and the wider world. For example, she holds birthday parties for them and they celebrate events such as the Queen's Jubilee. However, she does not consistently provide experiences or information aimed at helping children understand traditions, backgrounds and lives different to their own, to help prepare them for life in modern Britain.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder, co-childminder and assistant attend regular training to keep their knowledge of safeguarding issues up to date. They know how to spot signs and symptoms of issues, such as bruising on an immobile baby or if they are concerned a child is at risk of neglect. The childminder knows where to report to if she has concerns over a child's welfare. She has robust procedures in place if she were to receive an allegation about herself or others she works with. This helps to keep children safe. The childminder has thorough risk assessments for all outings. For example, children wear high-visibility coats and she takes emergency contact numbers with them. This minimises the risk to children.

p.3

should:

n extend the support for children to learn about the similarities and differences between themselves and others, to more fully develop their understanding of the world n enhance strategies that support the assistant to receive focused and highly effective professional development.

p.3

Setting details

Unique reference number 2607316 Local authority Oxfordshire Inspection number 10260139 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 16 Number of children on roll 17 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020. She lives in Wallingford, Oxfordshire and childminds with her husband, who is her co-childminder. The childminder holds a relevant qualification at level 4 and employs an assistant who is qualified at level 3. She offers her service all year round, Monday to Friday, from 7.30am to 6.30pm.

p.4

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 inspector viewed the provision and discussed the safety and suitability of the premises. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector talked to assistants at appropriate times during the inspection and took account of their views. n The childminder and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector carried out joint observations of group activities with the childminder. n The inspector spoke to parents during the inspection and took account of their

p.5

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.

p.5

Inspection activities

5 January 2023 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6