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 happy and enjoy their time at the childminder's home. The childminder provides a broad range of experiences that help all children make good progress in their development. Children excitedly explore the activities on offer, such as sticking shapes and threading wheels. The childminder knows the children well and they share caring relationships. Children go to the childminder for regular reassurance and comfort. They feel safe and secure.

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The provision is good

Children are very polite and have good manners. The childminder consistently supports them by reminding them to say 'please' and 'thank you'. She has high expectations of children's behaviour. For instance, she reminds them to 'use their words' to tell her what is upsetting them. This helps children to understand how to communicate their needs effectively. Children behave well and respond to her instructions quickly. For example, they happily work together to help to tidy away the pasta play. They are learning why behaviour rules are in place.

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The provision is good

Children have strong communication and language skills. For instance, while making lunch, they happily chat back and forth with the childminder about their thoughts and ideas. Older children talk about their gardens at home and how 'daddy cuts the grass'. They are beginning to link concepts from previous experiences and share these confidently with friends.

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need to do better?

n The childminder plans a sequenced curriculum for all children. She confidently explains how she supports children's early language skills. For example, she helps the youngest children in this area by repeating simple words and asking them to mimic her sounds. For older children, she encourages them to use full sentences and descriptive language. This helps children to reach their next steps of development. n The childminder expertly adapts activities to ensure that they are inclusive for all children, including those with special educational needs and/or disabilities (SEND). The childminder uses reports from other professionals involved in the care to help her meet the children's needs. However, she does not work closely with other professionals or settings that children attend, to ensure that children experience continuity of care and learning. n Children have positive attitudes to play and learning. This is demonstrated well

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need to do better?

when the youngest children concentrate for long periods of time as they place hoops on sticks of pasta. They persevere and smile with joy when they achieve this. From an early age, children have good skills to focus on learning. n The childminder recognises the importance of supporting her professional development to improve practice over time. She explains how she uses a 'best

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need to do better?

30 March 2023 practice toolkit' to help her with new ideas for activities. However, at times she does not target her professional development effectively. This means that, on occasion, she does not know the best ways to extend children's learning. For example, the childminder plans experiences to support children with English as additional language. This includes providing puzzles and singing rhymes from online videos with home languages. However, she has not developed her knowledge of how to support these children even further. n The childminder offers plenty of opportunities for children to get fresh air. For instance, children enjoy a daily walk to school and the childminder explains how they use this as a learning opportunity. Children excitedly tell visitors about the rainbow they have seen that morning. In addition, the childminder offers children regular opportunities to use their large physical skills. For example,

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need to do better?

children giggle with glee as they run in the garden. The childminder gently supports some children to join in by holding their hands. Children have the physical skills they need for future learning. n Parents appreciate the regular updates they receive about their children's learning and development. They say that the childminder is 'kind' and offers a 'nurturing' environment. Parents adore the wide variety of activities that the childminder offers, such as outings to local playgroups. The childminder shares top tips with parents on topics such as potty training. This helps parents to support their children to learn the important self-care skills they need.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training to keep her knowledge of safeguarding up to date. She knows how to spots signs and symptoms of children who may be at risk of harm, such as bruising on an immobile baby. The childminder knows the procedure she must follow should an allegation be made against herself or a household member. She carries out thorough risk assessments for all outings. For instance, she explains how she teaches the children to 'stop, look and listen' at road sides. This helps to teach children how to keep themselves safe.

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should:

n strengthen partnerships with other agencies involved with children's care and other settings that children attend, to create a shared approach to children's development and learning n establish a secure and focused programme of continual professional development, to improve knowledge of how to support children's next steps even further.

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Setting details

Unique reference number EY366933 Local authority Oxfordshire Inspection number 10280131 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 12 Date of previous inspection 7 September 2017

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Information about this early years setting

The childminder registered in 2007 and lives in Chinnor, Oxfordshire. She operates from 8am to 6pm, Monday to Thursday, all year round, except family holidays and bank holidays. The childminder is a qualified teacher. She is in receipt of funding to provide education for two-, three- and four-year-old children.

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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 provision. n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their early years foundation stage curriculum. 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 Parents shared their written feedback of the childminder with the inspector.

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Inspection activities

30 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

30 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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