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 experience good care and attention from this kind and compassionate childminder. They love to interact with the childminder, who chats with enthusiasm as children play and carry out routine tasks, such as when they wash their hands. Children show a strong sense of belonging as they confidently explore the range of toys on offer. The childminder reminds children about her expectations for behaviour, particularly in relation to ensuring their safety, such as sitting still at the dining table when they eat.

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The provision is good

The childminder creates a rich curriculum for children. She organises many outdoor activities for children to experience real-life opportunities. For example, they visit a local supermarket with her and tick or cross items on a shopping list, understanding which items are available or not. Children meet local people on these visits and learn about their different jobs. This helps them develop their knowledge of the wider world.

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The provision is good

Children show a true love for books. They eagerly take books to the childminder, who reads to them with expression and enthusiasm. Children sit close by and listen intently. The younger children point at pictures and try to name different objects. Children show impressive coordination as they lift the flaps in their favourite books. They express their surprise and excitement as they reveal the picture under each flap. This helps to support children's early literacy skills.

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need to do better?

n The very experienced childminder designs an interesting curriculum based around seasonal events, such as 'garden week'. As part of this topic, children actively engage in planting tomato seeds, observe their growth over time and compare the different sizes of shoots. They learn about the conditions necessary for plants to grow and flourish. In addition, they visit the local allotments to tend to flowers. The childminder talks to children about different wild flowers. Children collect these to press and display as their art work. In this way, they make connections between their existing knowledge and new learning. n The childminder knows children well. She observes and assesses their abilities on an ongoing basis. The childminder regularly shares this information with parents, who then work together to provide a shared approach to children's development. The childminder is quick to identify any gaps in children's learning.

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need to do better?

She attends relevant training and seeks advice from professionals, such as the early years adviser from the local authority. This helps the childminder provide a more targeted approach to meet individual children's needs and aid their good progress. n The childminder gives children lots of opportunities to strengthen the small

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need to do better?

22 May 2024 muscles in their hands, such as by twisting different shapes to fit in a shape sorter toy. This helps children practise the skills they require for holding writing equipment and creating more controlled marks. Children's gross motor skills develop well. They actively persevere when using larger equipment, such as climbing up the steps of a slide. They use a similar skill to competently climb and sit on a stool at the table for mealtimes. The childminder understands that these skills are paramount as children move to their next stage in education. n The childminder encourages children to be independent from an early age. She consistently encourages them to wash their own hands, feed themselves and take sips of water throughout the day. She works effectively with parents to ensure a consistent approach to children's care needs, such as using similar strategies to support their toilet training.

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need to do better?

n Overall, the childminder supports younger children's communication and language skills well. She constantly interacts with children during their play, modelling language and correcting words they may mispronounce. However, at times, the childminder presents lots of information in quick succession. Children, whose language skills are only starting to develop, are not always given enough time to process what she says or consider the best way to communicate their ideas and needs. At these times, this limits children's opportunities to think and share their thoughts more clearly. n Partnerships with parents are strong and effective. The childminder keeps parents fully informed about their children's time spent in the setting, through daily informal exchanges, emails and photographs. Parents use similar ideas that the childminder shares with them to enhance their children's learning at home. This shared approach supports children's good progress, particularly in their

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need to do better?

confidence, managing their self-care needs and developing a strong love for books.

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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 provide children with the time they need to process their thoughts to enable them to respond to questions and express their ideas more clearly.

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Setting details

Unique reference number EY251047 Local authority Oxfordshire Inspection number 10346082 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 9 August 2018

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Information about this early years setting

The childminder registered in 2003. She lives in Woodcote, Berkshire. The childminder works Monday to Friday from 8am to 6pm, all year round. She is eligible to receive funding for the provision of free early education for children aged two, three and four years. The childminder holds a relevant childcare qualification.

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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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. 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. n The childminder carried out a joint observation of an activity with the inspector. n Parents provided written feedback on the education and care the childminder provides. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 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

22 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

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

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