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 Good

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The provision requires improvement

The childminder is caring, kind and nurturing. Her gentle and warm interactions with the children help them feel safe and welcome in her home. With the childminder's gentle support, children understand and cooperate with the routines of the day. Children know to wash their hands when coming in from the garden and gather at the table, ready for meals. Children behave typically for their age and the childminder is clear about her expectations around acceptable behaviour.

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The provision requires improvement

The childminder has a clear understanding of her role in keeping children safe and in meeting their care needs. However, she is less confident in her role as an educator. She plans activities and outings without giving enough consideration to how these will help children develop the skills or knowledge they most need to learn next. The ambition and focus of the curriculum is not clearly defined. However, children thoroughly enjoy some of the activities on offer. For example, they enjoy playing with dough, developing their strength and coordination as they do so. They enjoy listening to stories, as the childminder reads in ways that capture their interest and support their developing language and literacy skills. Children's opportunities to engage in self-chosen play are hindered by how parts of the indoor learning environment are presented.

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need to do better?

n The childminder wants the best for the children in her care and has good intentions. She has sought out lots of professional development opportunities to try and gain a clearer understanding in regard to planning and delivering well- sequenced learning. However, gaps in her understanding remaining. Activities, and some regular outings, are planned without clear learning intent, which hinders the childminder's ability to focus her teaching effectively. n Children hear clear words and phrases, modelled by the childminder as they play. They develop the confidence to talk back to her, which develops their conversational skills. The childminder listens to what children say, and responds thoughtfully. This encourages children to continue to communicate back-and- forth, as well as building their self-esteem and confidence. n The childminder takes children out-and-about in the local community. This adds to children's life experiences, and helps them learn about the world around

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need to do better?

them. Children visit libraries, parks and cafes. They travel by bus and other modes of transport. n The childminder takes good care of the children. She promotes children's good health, through encouraging them to follow healthy routines in regard to eating, drinking, exercise and rest. She meets their emotional needs just as well. She treats them as 'part of the family'. Children show delight to be in her company and offer big smiles to other family members when they see them.

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need to do better?

14 May 2024 n Children's focus and concentration are variable. For example, a dough play activity captured their interest well and they focused for an extended period. However, the way the childminder presents some resources indoors impacts on children's ability to follow their own interests. Their initial interest does not last because they find it hard to use resources in ways they want to. For example, the abundance of toys limits their ability to use the push-along toys that are out. Outside, some resources, although safe, are difficult for young children to use meaningfully. n Through daily routines, the childminder teaches children to become increasingly independent in meeting their own needs. The childminder encourages children to try and put on their own shoes and coats. She teaches children about the importance of washing hands before eating. She supports young children as they learn to feed themselves. She offers lots of praise and encouragement which

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need to do better?

makes children feel good about themselves, and encourages them to keep trying. n Partnerships with parents are a real strength of the childminder's practice. Parents report warmly on the childminder's kindness and warmth. The childminder builds well on these warm relationships by helping parents to further children's learning at home. During national lockdowns she delivered toys and activities to children's homes. She lends children books each week to share with their parents. This helps develop children's love of stories, which in turn supports their early literacy skills. Children are excited to take the books home and then to talk about them when they return to the childminder.

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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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Due date

develop a robust understanding of how to plan an ambitious curriculum, and use to deliver a programme of learning that focuses effectively on what children most need to learn next. 01/08/2024

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should:

14 May 2024 n enhance the learning environment, to better enable children to focus well on their self-chosen play and learning.

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Setting details

Unique reference number EY262478 Local authority Oxfordshire Inspection number 10346085 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 3 Date of previous inspection 29 August 2018

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Information about this early years setting

The childminder registered in 2002, and lives in Banbury, Oxfordshire. She offers care 7.30am to 6pm, Monday to Thursday, throughout the year. 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

14 May 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

14 May 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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