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

The childminder ensures that children feel safe and happy in her care. For example, she listens to children's wishes and follows their interests. When children say that they want to play outside, she is prompt to take them to explore in the fresh air. When children use gesture to show what they want to play with next, she helps them to get the toys they are asking for. This helps children to feel secure in their environment. Children benefit from plenty of praise and encouragement. In her interactions with them, the childminder recognises and specifies where children do something well. This reinforces her high expectations for behaviour.

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The provision is good

At every opportunity, the childminder weaves mathematics into children's play. For instance, she explains to children that they are cutting their fruit into halves and quarters. They count objects and use numbers confidently. They develop good mathematical skills in relation to their age. Children benefit from consistent support from the childminder to independently manage tasks and routines. For example, she demonstrates to children how to use tools, such as knives, to cut their fruit for snack. Children are determined to do this and they offer to cut other people's snacks for them.

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need to do better?

n The childminder enhances the curriculum with opportunities that she knows children do not experience at home. For example, she provides a range of messy play activities for children to explore the feelings and textures of different materials. Children enjoy these experiences. n The childminder promotes children's developing communication and language effectively. For example, she reads in an engaging manner and children listen and focus well. She helps children to understand the stories they read by talking to them about what happens next. Children excitedly identify the animals that they recognise in the story and the childminder models correct pronunciation of these to help children hear these words clearly. n The childminder helps children to persevere to solve problems themselves. For instance, when children recognise that they are not successful at a task, the childminder asks them what they can do. Children confidently say, 'Let's try

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need to do better?

again,' and continue until they are successful. n The childminder works in partnership with parents effectively to support children's personal development. For instance, when children show signs that they are ready to learn to use a potty, the childminder provides parents with guidance and support. This helps her to plan a joint approach to this change with parents. n The childminder understands how to support children who speak English as an additional language effectively. For example, in the past, she has asked parents

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need to do better?

23 June 2023 for key words in children's home language and she used these in her interactions with children. The childminder embraces opportunities that arise to help children learn about other people and communities. For example, she uses information parents share about special days to help children learn about celebrations that are important to others. n The childminder completes her own research to help her support children's learning needs. For instance, she reads about the different ways to strengthen children's mouth and facial muscles to support their speech. Children enjoy fun activities, such as learning to blow bubbles. They take turns with the childminder and blow through the bubble wand successfully. n The childminder understands how to support children with special educational needs and/or disabilities. For example, before children start, she makes links with parents and professionals, such as the special educational needs officer, to

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need to do better?

seek early support and guidance for children's needs. n The childminder communicates her expectations for healthy lunch boxes with parents from the outset. She has discussions with children about what they are eating. However, she has yet to fully consider how she can develop their understanding of why some foods are healthy and others are not and help them understand the impact of healthy eating choices on their bodies.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder risk assesses effectively. For example, she conducts visual checks of her indoor and outdoor spaces to ensure that they are safe and secure for children. She describes how she checks places they visit on outings, such as the park, to minimise any hazards to children. The childminder has ensured that her safeguarding knowledge remains up to date. For instance, she has completed online training. She has a secure understanding of signs and symptoms of abuse, such as domestic abuse, grooming and female genital mutilation. She knows the procedures to follow should she need to refer a concern about children or manage an allegation against herself or a household member.

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should:

n strengthen opportunities to develop children's understanding of the reasons why some foods are healthy or unhealthy and help them understand the impact of food choices on their bodies.

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Setting details

Unique reference number EY425718 Local authority Oxfordshire Inspection number 10295445 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 1 Date of previous inspection 7 December 2017

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Information about this early years setting

The childminder registered in 2011. She lives in Banbury, Oxfordshire. She operates on Monday to Friday, from 7.45am to 5.30pm, term time only. The childminder has a relevant qualification at level 3. She accepts funding for the free provision of education for children aged two, three and four 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 their evaluation of the provision. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to/communicated with the inspector during the inspection. n The inspector competed a joint observation of a reading activity and discussed the impact on children with the childminder. n Parents submitted their written views and these were considered.

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Inspection activities

23 June 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

23 June 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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