Childminder in Oxfordshire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Outstanding

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The provision requires improvement

The childminder's plans for children's learning are too vague for her to plan and implement an effective curriculum. For example, all children enjoy being physically active in the fresh air. Young children expertly make attempts at rolling balls and make marks and patterns with chalk. Older children test their coordination skills as they ride bicycles and spin tops on sticks with precision. However, while children enjoy the activities on offer, the childminder does not place enough focus on supporting children to build on what they already know and can do. At times, children lose interest and wander around or engage in conversation with the inspector. While they remain content to play on their own, the lack of targeted support does not help children gain new skills quickly enough.

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The provision requires improvement

Children form positive relationships with the childminder. Children enjoy reading books with the childminder. They snuggle into her and show a keen interest as they look at the pages. The childminder introduces some new words to support their developing vocabulary, such as grasshopper, volcanoes and waterfalls.

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need to do better?

n The childminder does not have a secure enough understanding of how to plan and implement a sequenced and ambitious curriculum effectively. She creates a home-from-home, welcoming environment and wants children to be happy. However, she does not plan well enough for how she will support and extend children's learning. For example, on many occasions, the childminder leaves the learning environment to fetch more resources that are not relevant to the activity rather than supporting children and extending their learning further. n The childminder acts as a suitable role model to children. She reminds children of her rules, and children behave according to their age and stage of development. n Children are provided with a range of different experiences in the local community. For example, they visit local parks and a range of interesting places, such as indoor soft play, the library and local museums. As a result, children

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need to do better?

develop an understanding of the world around them and the community in which they live. n Partnerships with parents are effective. The childminder communicates regularly with parents about what the children have been doing during their day with her. She seeks the views of parents regularly. Parents feedback that they value the care that the childminder provides, as well as a range of regular opportunities to go out into the community. However, the childminder does not work closely enough with other settings children attend with regard to learning. This limits the opportunities to consolidate and build on what children learn elsewhere. n The childminder takes time to seek out new training and attends a range of

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need to do better?

26 February 2024 courses. For example, she has undertaken training around children's mental health and well-being. The childminder regularly meets and networks with other childminders locally. n Children begin to manage their own self-care needs well. For example, the childminder teaches children how to wash their hands ahead of mealtimes and to put their wellingtons and coats on by themselves. Children are learning how to use cutlery competently. For example, children use knives to cut their own bananas at snack time. This helps them to become confident and independent. n The childminder appropriately supports children's good health. She ensures that children are offered regular drinks and provides daily opportunities for them to play outside. This helps children to become aware of how to keep themselves healthy.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Due date

plan and deliver an effective, challenging curriculum that reflects the individual learning needs of all children. 28/04/2024

p.3

should:

n work more effectively with other settings children attend to ensure a two-way flow of information that helps to support and build on children's learning.

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Setting details

Unique reference number 133929 Local authority Oxfordshire Inspection number 10317278 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 10 Date of previous inspection 16 May 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Bicester. She operates Monday to Thursday, from 7am to 5.30pm. The childminder holds a relevant 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 her evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years curriculum. n Parents shared their views through written feedback. The inspector took these views into account. n The inspector talked to the childminder and children at appropriate times during the inspection and took account of their views. 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.

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Inspection activities

26 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

26 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

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