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, happy and settled in this home-from-home environment. They form secure attachments with the childminder, who is warm, caring and responsive to their needs. Children delight in joining in with her as the childminder roars like a dinosaur and pretends to have tea parties with the children. This helps children to develop a sense of belonging and gain confidence. Children behave well.

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The provision is good

Well-chosen activities and resources support children's early mark marking and promote their enjoyment of writing. For example, young children are keen to use spoons and scoops to fill bottles with coloured rice to develop their fine motor skills. Older children use pens and crayons to make marks. For instance, children are in the pretend office using a clip board and pen to 'work like daddy and the inspector'.

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The provision is good

The childminder is aware of the potential impact that the COVID-19 pandemic has had on children's learning and development. She has identified that after the national restrictions, some children need support to develop their social and communication skills. The childminder meets with other colleagues on a regular basis and attends local groups to increase social interactions with other children.

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need to do better?

n The childminder develops warm and nurturing relationships with the children. Children seek out the childminder for comfort and she celebrates their efforts and achievements with praise as they play. As a result of this, children are confident and get involved in a range of experiences. n Partnerships with parents are strong. Parents leave glowing testimonials and appreciate the reassurance and support given by the childminder. n Children are kind to each other and have lovely manners. They are learning to share with each other and say 'please' and 'thank you' unprompted. Children behave well and the childminder is proud to take them out into the community. n The childminder provides a broad and well-sequenced curriculum, which supports children's progress well. Children enjoy hearing age-appropriate songs and rhymes, and are learning to join in with repetitive phrases and actions. For example, children are able to recall the sound of thunder and sing , ' I hear

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need to do better?

thunder' as they bang on the African drum. The childminder uses children's interests to develop their learning further. However, on occasion, some activities focus too heavily on the older or more able children, and some younger children do not engage as well or participate throughout. n Children progress well with their independence and self-help skills. The childminder encourages children to complete everyday tasks for themselves. For

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need to do better?

22 March 2023 example, children blow their own noses and dispose of tissues hygienically, and children wash and dry their own plates and bowls after snack. This supports their developing independence skills, which in turns support them in their readiness for school. n The childminder demonstrates a genuine enjoyment of her work. She keeps her knowledge and skills up to date. The childminder is keen to continuously improve her practice. She accesses numerous training courses and other useful information online to consistently update her skills and knowledge. For example, she has undertaken research into the 'curiosity approach' and introduced a range of resources and activities to support children's natural curiosity and imagination. n The childminder supports children's use of mathematical language and understanding of capacity well. However, she does not consistently make the most of spontaneous learning opportunities to boost young children's emerging

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need to do better?

counting skills. n Children's physical health and overall well-being are actively supported. The childminder provides regular exercise outside with trips to the park to allow children to increase their physical skills, manage risks and build their confidence. Healthy snacks are provided and dietary requirements and preferences are adhered to. Children learn the importance of regularly washing their hands and understand the importance of following good hygiene routines. For example, children learn to 'catch their cough' by putting their hands overs their mouths.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of how to keep children safe. She knows the procedures to follow should she have any concerns about children. The childminder is vigilant of the signs that may indicate a child is at risk of harm. She completes regular training to keep her knowledge up to date. She is aware of child protection issues, such as exploitation, extremism and radicalisation. The childminder carries out regular checks of her home and garden to help provide a safe environment for children.

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should:

n organise activities more effectively to better meet the needs of the younger and less confident children and help them to engage throughout n provide more opportunities for children to practise and use numbers, counting and simple calculation.

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Setting details

Unique reference number EY487000 Local authority Oxfordshire Inspection number 10265402 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 5 Date of previous inspection 5 June 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Carterton, Oxfordshire. She operates all year round, from 7.45am to 5.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She is in receipt of funding for the provision of free early education for children aged three years.

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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 her evaluation of the setting. n The childminder and the inspector discussed how the childminder organises her early years provision including the aims and rationale for their early years foundation stage curriculum. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all adults living on the premises. n The childminder and the inspector observed children playing and discussed their learning and development. n The inspector talked to the childminder and the children at appropriate times during the inspection. n The inspector took account of the views of parents in their written comments.

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Inspection activities

22 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

22 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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