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 are very confident in their familiar environment. They make decisions about what to play with and how. The childminder has a good understanding about each child's character and how they like to play. Children confidently express what they are interested in and where they want to play.

p.2

The provision is good

Children learn to do tasks themselves. They put on their shoes and jumpers for outside play. They open up their lunch boxes and listen to instructions about what to eat first. The childminder helps children to prepare for their transition to school by promoting their self-help skills and encouraging them to make independent choices in their play. Children are eager to try new skills for themselves. They are enthusiastic to share experiences with each other and show great pride in new achievements in their learning.

p.2

The provision is good

Children thoroughly enjoy exploring and experimenting with the outside world. They talk about past experiences where they experimented with different materials to make raisins dance in water. They look for bugs outside, with magnifying glasses and binoculars. They talk about the bugs they find and what they are doing. For example, they watch the snails move and look at the trail they make and the foam they produce. The childminder introduces mathematical concepts into their play. She talks about size and shape and encourages children to count and make a connection between number names and the value of those numbers.

p.2

need to do better?

n Children learn to communicate effectively. They use a good range of words, expressions and gestures to express themselves. Younger children babble, learning to share conversation with others. Older children use complex language to talk about their experiences. For example, they talk confidently using descriptive language, such as, 'I need to take your temperature, where's the thermometer?' and, 'This is so sticky and slimy.' n The childminder provides a rich, stimulating range of experiences for children. She knows the children well and provides experiences that support their interests. The childminder has a clear idea of what she wants children to learn about. However, she does not always encourage children to persevere with this focus and sometimes children lose interest very quickly, moving from one resource to another. n The childminder encourages children's self-care skills. Children learn good

p.2

need to do better?

hygiene procedures through routines of the day. For example, the childminder asks them what they need to do before they eat their lunch. They immediately go to the bathroom and wash their hands. The childminder supports children through toilet training, developing to them using the toilet independently.

p.2

need to do better?

17 April 2023 n The childminder is a positive role model for children. She helps them to cooperate, share and negotiate in their play. She talks children through disagreements, helping them to play alongside and with each other harmoniously. Children use good manners, saying 'please' and 'thank you' to the childminder and their friends. The childminder helps children to understand other children's actions and the consequences of their own actions. n The childminder has a positive attitude towards her ongoing professional training. She sources online and face-to-face courses that support children's learning needs as well as her own interests. She works alongside other childminders to gain professional knowledge and ongoing skills to keep her practice up to date. n The childminder provides effective communication systems for parents. For example, parents receive information on a daily basis. She develops close

p.2

need to do better?

professional relationships with parents to instil trust. She knows children's extended families and talks with children about their grandparents. She supports families effectively through changes in their lives that affect children's emotional well-being. n Children have a close bond with the childminder. They confidently seek reassurance and comfort when they are feeling unsure. The childminder is quick to react to children's anxieties and provides consistent play experiences, cuddles and reassuring words. For example, when children show concern and worry about the imminent arrival of a new baby, they receive hugs and snuggles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a very robust knowledge of the procedures to follow if she has a concern about a child in her care. She is confident to make contact with the appropriate authorities to discuss any observed or disclosed safeguarding issues. She has a clear understanding of the signs and symptoms of child abuse. Children play in a safe and secure environment. The childminder gives children clear instructions on how to use equipment safely. She assesses her environment continuously to adapt resources and play areas according to children's physical abilities and their understanding of keeping themselves safe. For example, she talks children through clearing space in the garden so that they can learn how to skip with ropes.

p.3

should:

n strengthen the organisation of learning opportunities to help increase children's focus on the intended outcome.

p.3

Setting details

Unique reference number 2620380 Local authority Oxfordshire Inspection number 10280968 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 5 Number of children on roll 13 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021 and lives in Thame, Oxfordshire. She operates 8am to 5pm, Monday to Thursday, all year round, except bank holidays and her own family holidays. She holds a relevant early years qualification at level 3. The childminder provides funded places for two-, three- and four-year-old children.

p.4

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 spoke to the inspector about her intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

17 April 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.

p.4

Inspection activities

17 April 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