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 thriving in the childminder's care. They confidently explore different areas of the setting to extend their play. Children use familiar routines to develop personal-care skills. They help each other to wipe their faces, using mirrors to check that their faces are clean. They find their shoes before going outside. The childminder encourages children to try to put their shoes on themselves. She gives effective support to teach children which shoe goes on which foot.

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The provision is good

Children are eager to learn. They are inquisitive and interested in new experiences. Children are enthusiastic to share their experiences from the past. For example, they excitedly show visitors the den in the garden. They confidently explain what they like to make with the mud and the array of natural materials available to them. The childminder introduces new ideas and suggestions to increase children's curiosity.

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The provision is good

The childminder knows her key children well. She talks enthusiastically about their interests and how they prefer to play. She identifies that some enjoy experimenting with their play, where as others others learn by copying the childminder and other children. The childminder encourages children's ongoing development well. She provides experiences that follow what children are interested in.

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need to do better?

n Children learn about healthy lifestyles. The childminder supports their understanding of healthy eating through discussions at snack and lunchtime. For example, she promotes this through familiar stories, such as 'The Very Hungry Caterpillar'. Children identify foods that they can eat frequently and others they can eat on occasions, learning about eating treats in moderation. n Children work well together and are supported to understand how to play harmoniously. For example, the childminder provides praise and encouragement for children to share their experiences with each other. They enthusiastically invite others into their play, giving them directions and ideas as to how they can work together. The childminder encourages children to explain what they are using boxes for and to show other children the bed they have made. n The childminder plans adult-led activities well. She uses stories to engage

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need to do better?

children in topical themes, such as mini-beasts. The childminder uses props and questions to help them to recall and predict what happens next. She introduces new words and encourages children to use them in their conversation, to increase their vocabulary. On occasion, she does not fully consider children's stage of development. For example, at times she uses complex questions that are beyond some children's understanding. This results in some children losing focus and attention.

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need to do better?

1 August 2023 n The childminder uses effective skills to support children's perseverance and determination. She follows children's suggestions to start a large puzzle, that is linked to the topic of the week. Children eagerly hunt for the pieces, listening carefully to hints from the childminder as to what to look for. For example, she asks them to look for a piece with the caterpillar's head to fit onto the body. Children invite others to help them. The childminder enthusiastically praises the children when they find each piece, helping them to feel proud of their achievements. n The childminder uses her partnership with her co-minder as an effective support network. She eagerly attends training to develop her skills and knowledge. She gathers information from other practitioners to help her support individual children's needs. n Parents make positive comments about the care the childminder provides. They

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need to do better?

appreciate her sharing their children's achievements through photos and messages. The childminder confidently works with other professionals to help close any gaps that are identified in children's development. n The childminder effectively supports children's emotional well-being. She gives clear explanations and suggestions as to how children can manage their feelings and emotions. Children listen and use her suggestions to find a calm space, and think about their actions towards their friends. She gives them reassuring cuddles and introduces them back into the play with their friends.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust knowledge of the procedures to follow if she has a concern about a child in her care. She attends regular training to keep her knowledge up to date. She is confident to challenge and question concerns to promote the welfare of children. She knows the signs and symptoms of child abuse. The childminder helps children to feel confident about their own safety. She uses routine tasks to support children's physical development and encourages children to manage their own safety. For example, she encourages children to step down from the door to the garden themselves, using the door frame as a support.

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should:

n strengthen practice to more carefully match experiences to children's stage of development and the next steps in their learning.

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Setting details

Unique reference number EY472230 Local authority Oxfordshire Inspection number 10301598 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 16 January 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Kidlington, Oxfordshire. She works alongside her co-childminder. The childminder operates all year round, from 8am to 5pm Monday to Friday, except for bank holidays and family holidays. She 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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the setting with the inspector.

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Inspection activities

1 August 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 August 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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