Dixon, Naomi Ann

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 Good

p.1

The provision requires improvement

Children happily explore the resources that are available to them. They have a clear sense of belonging, knowing where they can play and where they need support, such as accessing the toilet upstairs. They are familiar with the childminder and her assistant, who know the children well. However, children receive inconsistent care. The childminder and her assistant do not recognise when some children receive positive engagement and encouragement, whereas others receive very little interaction. Some children have to wait for some attention from the childminder and the assistant.

p.2

The provision requires improvement

Children's eagerness to learn is inconsistently promoted. Some children confidently ask questions to gain new knowledge. For example, when exploring animals in the sand tray, they ask if they live on sea, land or in the air. However, other children do not have the same enthusiasm to learn. They do not have the same quality of interaction from the childminder or her assistant to encourage their curiosity and intrigue. Some children are far less confident to express their needs. The childminder and the assistant show them less attention, therefore, their confidence to express themselves is not promoted.

p.2

need to do better?

n The childminder and her assistant are inconsistent in their practice to deliver an ambitious curriculum for all children. Children who are chatty and confident in their play gain positive engagement and conversations to help them move to the next stage in their learning. However, children who have less confidence to talk are not engaged with. They receive occasional statements, such as, 'That's a nice smile', which does not help to promote their ongoing development, particularly language development. n Some children show care and affection towards other children. During their play, the assistant encourages confident children to join in with younger children's play, making them laugh and smile. They share their resources with them, helping babies to stretch for toys that are out of their reach. n The childminder and the assistant attend several training courses to keep their knowledge of early years provision up to date. They gain support through

p.2

need to do better?

different agencies and support networks. However, less confident children do not benefit from improvements in quality of the childminder and her assistant's practice made from any training they attend. n Parents make positive comments about the care and learning their children receive with the childminder and her assistant. They know what their children have been doing each day through face-to-face conversations. They are particularly impressed with their children's language development, especially as they speak two languages at home.

p.2

need to do better?

4 March 2024 n Children learn to follow instructions for hygiene routines throughout the day. For example, they climb the steps to reach the sink to wash their hands for lunch. However, children receive limited support to understand the importance of following good hygiene procedures. This does not support them to develop good habits to independently manage their self-care. For example, children are asked to move away while the childminder sprays down the table for lunch. Children react quickly but are bemused as to why they need to move away. n Some children attend other settings. The childminder has effective professional relationships with one setting. However, she has not developed communication links with others to help build a continuous learning journey for children. The childminder has worked with other specialists to help support some children's speech and language through Makaton.

p.2

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

ensure that all children are given equal and effective engagement to support their all-round development and next steps in their learning. 18/03/2024

p.3

should:

n help children to understand the purpose of hygiene procedures to promote their well-being n develop professional relationships with other settings that all children attend to help support consistent approaches to their learning journey.

p.3

Setting details

Unique reference number 133367 Local authority Oxfordshire Inspection number 10317259 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 14 May 2018

p.4

Information about this early years setting

The childminder registered in 1991. She lives in Botley, Oxford. Her daughter works with her as an assistant. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday.

p.4

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 her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector observed the interactions between the childminder, her assistant and the children. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

4 March 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.

p.4

Inspection activities

4 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6