Hynds, Karen

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

Through their happy and confident demeanour, children show they feel content and secure with the childminder. They benefit from being cared for by a childminder who is consistently calm, gentle and encouraging. When children first start in her care, she focuses well on helping them settle and feel safe. For example, when needed she carries young babies around in a sling so they get the warmth and closeness they need to relax and feel secure.

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The provision is good

Children enjoy their play and learning because the childminder is very skilled at joining in with them in ways that ensure they want to keep trying. For example, children persist at using their hand-eye coordination to burst bubbles because the childminder makes it so much fun and offers lots of praise and encouragement. The childminder is especially skilled at supporting children's language development. Throughout the day, she talks with children in ways that extend their vocabulary, encourage their listening skills and shows them the fun of chatting with others. Young children soon begin to confidently use the words and phrases they have learned. The quality of the curriculum also has a positive impact on children's behaviour. Children want to take part in the experiences on offer and so cooperate swiftly with requests. For example, children are keen to get outside and so happily find their coats and shoes.

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need to do better?

n Children develop a real love of books. They show lots of excitement when the childminder suggests sharing a story together. They settle down quickly, eager to listen to the words and look at the pictures. The childminder captures children's attention well with her animated voice and use of props. These good-quality story times support children's developing language and literacy skills very well. n The childminder recognises that for children to be able to share and take turns they need to be taught the skills they need to do so. With this in mind, she plays lots of back and forth games with young children, where children learn to wait their turn and include others in their play. They then use the skills they have learned to play together cooperatively. n The childminder knows that if learning is fun and memorable it is likely that children will remember well what they have been taught. She considers this well

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need to do better?

when planning her days. For example, children plant, feed and harvest fruit and vegetables with the childminder and then use this produce to cook different dishes to try. Children play with different toy vehicles and then are taken to see real life diggers and cranes in action. n Alongside supporting children's learning as they play, the childminder plans some more focused adult-led learning experiences. She identifies clearly what she wants children to learn from these activities. Sometimes, she over complicates

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need to do better?

29 April 2024 how she presents these, which means children become easily distracted from the main learning intent. n Children learn to enjoy an active lifestyle. This has a positive impact on their health and helps build healthy habits for the future. The childminder takes them to her allotment, and encourages them effectively to enjoy the fresh air. She encourages them to develop their coordination as they navigate the undulating ground. n The childminder makes all children feel equally welcome. She ensures that days that are special to each child are recognised, so children know that their own personal life experiences are valued. She also marks days from a range of different cultures from around the world. However, she does not clearly identify what she wants children to learn from these experiences, which hinders her ability to clearly help children learn about the diverse world in which they live.

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need to do better?

n Parents are full of praise for the childminder. They feel their children are cared for well and recognise the good progress their children make under the childminder's guidance. They appreciate the care the childminder takes to update them on their children's day and progress. They then use this information to build further on children's learning at home. n The childminder is very committed to her role. She reflects well on learning from training she attends, keen to improve still further her good teaching skills. For example, she is now much more confident about how to support young children's developing understanding of numbers and other mathematical concepts.

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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.

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should:

n improve the organisation of some adult-led activities, to better enable children to focus on the main learning intent n sharpen the planning and delivery of experiences that help children learn about the similarities and differences between themselves and others.

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Setting details

Unique reference number EY430501 Local authority Oxfordshire Inspection number 10335207 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 14 Date of previous inspection 7 June 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Didcot, Oxfordshire. She cares for children from Monday to Thurdsay, all year round, apart from family holidays. The childminder offers funded education for children aged two, three and four years.

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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 spoke with the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the impact on children's learning. n Parents shared their views and the inspector took these into account. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

29 April 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

29 April 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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