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 very familiar with their surroundings. They have a close and warm relationship with the childminder. Children are greeted with smiles at the door. The childminder uses information from home to help children to settle and lead their own play. Children happily explore the accessible play resources, choosing what they want to play with and where to play with it. The childminder engages with children positively, helping them to recall past play experiences. They extend their play to challenge and stretch their intrigue and fascination with their particular favourite toys.

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The provision is good

Children are eager to know more. They use the childminder's questions and information to gain further knowledge and to satisfy their curiosity. For example, children ask why familiar play characters have different jobs, linking their observations to their play.

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The provision is good

Children show a clear understanding and respect of rules and expectations. They listen carefully to instructions and follow these through effectively. The childminder reminds children to use good manners, encouraging the use of please and thank you during their play. When the childminder is talking to parents, children wait patiently until their conversation has finished before talking to the childminder.

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need to do better?

n Children develop confident communication skills. The childminder uses open- ended questions that help children to think about what they know and how to communicate their knowledge. They express themselves with gestures, expressions and words, increasing their vocabulary on a daily basis. The childminder gives children time to think about the questions and time to answer for themselves. Children confidently commentate during their play, describing what they are doing and making suggestions as to how they can extend their play. n The childminder knows the children well. She uses information from parents, as well as her own observations, to extend children's experiences. This helps to support most areas of their learning and development. However, the childminder does not always provide experiences to help support children's interactions and play with their peers, in readiness for school. Children have limited opportunities

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need to do better?

to learn how to develop relationships, to negotiate and cooperate with others in their play. n Children develop self-help skills throughout their daily routines. They learn about the importance of hygiene when washing their hands after toileting and before eating. Children's well-being is promoted well. The childminder introduces new foods to encourage healthy eating. Parents receive guidance as to how to

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need to do better?

2 February 2024 enhance children's healthy lifestyles at home, such as oral health and varieties of healthy foods. n The childminder has a clear understanding of how children like to play, their interests and their next steps in their development. She provides a varied curriculum that supports their learning, indoors and outdoors. For example, children go on regular walks to help strengthen muscles, coordination and stamina. They explore sand and water in the garden to experiment with textures and senses. This also helps to promote children's development of smaller muscles and coordinated movements. n The childminder has an awareness of other professionals involved in the lives of children in her setting. However, she does not actively seek working relationships with these agencies. This does not help to provide a consistent approach to supporting parental skills or to provide continuity for children's development and

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need to do better?

well-being. n The childminder has a positive attitude towards her ongoing development. She keeps up to date with changes to regulation. She uses support networks to develop her knowledge and practice. n The childminder works closely with parents to provide support, guidance and information about how to promote children's care and learning at home. Parents happily spend time with the childminder, talking about their children's play at home. The childminder communicates clearly what areas of development she is supporting their children towards within her setting. Parents appreciate her support and information as to how to develop their own skills as well as their children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance opportunities for children to develop positive relationships with their peers, to help them to negotiate and cooperate in their play, in readiness for school n develop working relationships with other professionals to fully support children's ongoing development and care.

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Setting details

Unique reference number 134128 Local authority Oxfordshire Inspection number 10312015 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 18 April 2018

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Information about this early years setting

The childminder registered in 1992. She lives in the Littlemore area of Oxford. She offers care each weekday from 8am to 6pm, all year round.

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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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

2 February 2024 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

2 February 2024 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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