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 confident and enthusiastic learners. They approach visitors to say 'hello' and to talk about their play. They cuddle their 'babies' and take them for a walk as they re-enact familiar situations. Children enjoy their time with the childminder. Older children say that she is 'caring', 'fair' and 'kind' and that they 'cannot imagine anyone better'.

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The provision is good

Children develop kind and caring relationships with their peers. They demonstrate a good awareness of acceptance. For instance, they accept that others are still playing with the toy they ask for. They find a different toy to play with, returning for their preferred toy when others have finished.

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The provision is good

Children feel safe and secure in the childminder's care. They happily play in the homely environment, exploring the range of toys and resources on offer. They develop good levels of independence in relation to their age. For instance, they manage self-care tasks that the childminder has taught them, such as handwashing. Children recognise when they are thirsty. They competently fetch their water to drink and return their bottle to the side. This demonstrates that they are familiar with routines and expectations.

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need to do better?

n The childminder has an ambitious curriculum, which she plans precisely to help children achieve the next steps in their learning. She has a clear sequence of the knowledge and skills that she wants children to learn, which she weaves successfully into their play. For example, when children learn about volume and begin to fill containers, she challenges them further to predict how many pipettes of water they will need to fill them up. n The childminder implements the curriculum well. She considers the age and stage of development of each child for each activity. This is demonstrated during water play, which is set out at different levels so that children can reach all the equipment. The childminder introduces vocabulary to younger children, talking about the 'splashes' they make. She challenges older children by including concepts such as counting into their play. n The childminder promotes creativity effectively. For example, older children

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need to do better?

enjoy joining together construction blocks to make models of their family. The childminder shows them how to push pieces together so that they join securely. Younger children use magnetic shapes to make face pictures. The childminder encourages children to persevere and provides lots of praise when they are successful. n Children behave well. The childminder has high expectations and she reinforces these sensitively. For example, she reminds children to sit at the table until they

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need to do better?

1 March 2023 have finished eating to keep them safe. Children respond well to these boundaries. n Overall, children demonstrate good levels of engagement in their play. However, at times, such as when children move on from the planned learning, the childminder continues to focus her attention on those who are more absorbed in their play. She does not recognise swiftly enough when other children would benefit from her attention to move their learning on in a different area. This means that, on occasion, children lose interest in their learning. n Parents are overwhelmingly positive about the service that the childminder provides. They comment on her good communication about children's learning and the progress that their children make. Parents speak positively about the childminder's arrangements to mirror children's care patterns from home, such as in relation to sleeping. This helps children to adjust to care in her home.

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need to do better?

n The childminder develops positive working relationships with parents and other settings that children attend. For example, she talks to the local pre-school about how they can work together to support children. She then ensures that there is three-way sharing of information about the progress children make towards their targets, between herself, parents and pre-school staff. This is particularly effective at promoting a consistent approach to closing gaps in children's speech and language development. n The childminder is passionate about her role. She actively seeks information about changes and developments relating to the early years statutory framework to improve her practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe. She implements robust procedures in her home, such as completing risk assessments and checks to ensure that it is ready for children each day. The childminder helps children to learn to assess risk themselves. For example, she teaches them about road safety on the journey to school and helps them to manage physical challenges, such as when exploring equipment at the park. The childminder has a secure understanding of local safeguarding partnership procedures and she is able to talk confidently about safeguarding issues relevant to her local area, such as county lines.

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should:

n strengthen the implementation of planned activities and recognise more swiftly when some children are capable of extending their own learning and when others would benefit more from interaction.

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Setting details

Unique reference number EY486166 Local authority Oxfordshire Inspection number 10264559 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 21 Date of previous inspection 19 June 2017

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Information about this early years setting

The childminder registered in 2015. She lives in Bloxham, in Oxfordshire. The childminder offers care from Monday to Thursday, all year round, from 7.15am to 5.30pm. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed the childminder's intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector carried out a joint observation of a communication and language activity with the childminder. n The inspector checked evidence of the childminder's training and suitability. n The inspector took account of the written views of parents.

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Inspection activities

1 March 2023 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

1 March 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.

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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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