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 thrive in this warm and welcoming setting. They form secure relationships with the childminder. Children understand the routines of the day and know what to expect, which helps them to feel secure. The childminder is attentive to children's needs and responds quickly, such as when they need a rest. She sensitively acknowledges when children are upset, helping them to manage these feelings. The strong relationships mean that children's self-esteem and confidence are supported effectively.

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The provision is good

Children behave well. The childminder is a good role model and treats children with kindness and consideration. This helps them to learn how to treat others and build friendships. Children are learning to take turns and to share resources. They move freely around and choose how they want to play. Children learn how to be kind and to play cooperatively with one another. The childminder plays alongside children and reminds them about good behaviour.

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The provision is good

Children benefit from an array of outdoor learning experiences to develop their knowledge and understanding of the world. The childminder plans activities, outside the home, to give children new social experiences. Children attend regular playgroup sessions, go on nature walks and trips to local parks. They meet new children and people and develop confidence in new social situations.

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need to do better?

n Partnerships with parents are strong. Parents highlight their appreciation for the childminder and the service she provides. They comment on the strong attachments their children have made with the childminder and how happy and settled they are. Many children and families have remained with the childminder for several years. The childminder knows families very well. She keeps parents fully up to date with their child's learning through, for example, informative daily diaries. n Children have fun as they learn. The childminder teaches children good early mathematical skills. For example, she reinforces children's number skills as they count golden coins for Chinese New Year. Children learn the difference between heavy and light as they weigh the coins. There is a good range of stimulating toys and resources inside and outside. However, at times, the childminder does not organise the environment fully effectively to enable children to further

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need to do better?

develop their independence skills, for instance, by making their own choices. n The experienced childminder has a secure understanding of how children learn and develop. She accurately identifies what children need to learn and plans effectively for their development needs. She uses her knowledge to plan activities that help children to build on their skills and move on in their learning.

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need to do better?

8 February 2024 n Babies' and children's early communication skills are well supported. The childminder sits with children as they play and talks to them about what they are doing. She builds on their speech and language, helping them to extend their vocabulary. Overall, the childminder helps children communicate well for their ages, and they eagerly respond to questions and instructions. However, on occasion, she does not fully support less-confident children to respond and develop their skills even further. n The childminder encourages children to develop a love of books and stories. Children sit together as the childminder uses puppets to bring stories to life. They excitedly identify the characters they see. This helps to promote children's enjoyment of reading well. n The childminder supports children's physical health and overall well-being effectively. Children are developing their physical skills and coordination, in

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need to do better?

relation to their age. Babies enjoy shaking tambourines to create sounds and are delighted with the result. Children benefit from daily walks to school and regular activities outside, where they enjoy fresh air and exercise. The childminder grows vegetables with the children in the summer, which encourages healthy eating. Children understand the importance of following good hygiene routines, for example they regularly wash their hands. n The childminder is reflective about the service she provides. She meets with other childminders to share ideas, good practice and updates. The childminder seeks feedback from parents to help her make improvements. She has completed training and researches information to keep her knowledge and skills up to date.

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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 review and improve opportunities for children to further develop their independence skills and make their own choices n strengthen the support for children who are less confident to help them make even better progress with their communication skills.

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Setting details

Unique reference number 134284 Local authority Oxfordshire Inspection number 10307997 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 5 Date of previous inspection 1 March 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Thame, Oxfordshire. She operates all year round, from 8am to 5.30pm on Monday to Friday. She has a relevant childcare qualification at level 3. The childminder provides funded early 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 completed a learning walk together around the areas of the childminder's home used for childminding. n The inspector held a number of discussions with the childminder throughout the inspection. n A range of documents were looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises. n A joint evaluation of an activity was discussed by the inspector and the childminder. n The inspector observed the quality of teaching during activities indoors and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to and interacted with the children.

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Inspection activities

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

8 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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