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 Not applicable

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The provision is good

The childminder develops an appropriate curriculum that is focused on developing children's independence, enhancing their communication skills and preparing them for school. She implements the curriculum effectively and offers a wide variety of activities and experiences. For example, when children are ready for mark making, they are provided with suitable experiences throughout the environment. This includes opportunities to practise and refine their fine motor skills using chunky chalks and pens. Children have great fun as they mix paints to discover how to make different colours, and make potions from petals and scented water.

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The provision is good

Children are happy and settled in this warm and homely environment. They develop close bonds with the childminder, who provides cuddles and affection to ensure that children feel safe and secure. Children are gaining in confidence and are polite. They display good behaviour to one another and the childminder. Children learn how to be caring and courteous as they develop good social skills.

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The provision is good

Children benefit from outings in the local community. For example, they visit woodlands, local parks and toddler groups. This helps children to develop their social skills by mixing with a larger group of children, and enhances their learning of the wider community.

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need to do better?

n The childminder teaches children to manage their personal needs. For example, children know when to wash their hands and that they need to be sitting down when eating. Children show great independence when selecting food for their lunch. The childminder supports children to follow a healthy diet, and she works alongside parents to ensure that all dietary requirements are met. This contributes to children's good overall health. The childminder ensures that children are active and play outdoors each day, to support their physical development and well-being. n Children demonstrate positive attitudes to their learning. They enthusiastically engage in a wide range of experiences that are planned by the childminder. For example, they plant seeds in small pots and choose which flower they would like to grow by referring to seed packets. They know the seeds will need water and sun to grow. Children talk about previous learning and say they need to use their

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need to do better?

'pointy finger' to make a hole in the soil to put the seed in. n The childminder welcomes families from all backgrounds and has a strong focus on celebrating differences and similarities. Children have access to diverse books and resources, which create opportunities for discussion and learning. n The childminder has a good understanding of child development. She accurately identifies children who may need additional support to bridge gaps in their

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need to do better?

13 June 2024 development. She has a secure understanding of the role of other agencies in supporting children with special educational needs and/or disabilities. n The childminder understands the importance of supporting children's communication and language skills. She continually asks the children effective questions and gives them the time they need to respond. The childminder talks to children about what they are doing as they play, repeating key words so they can listen and repeat them. For example, she correctly and sensitively repeats words back to children that they mispronounce. This supports children's early communication and language skills well. n Parents speak highly of the childminder. They comment that they are kept well informed about the daily activities that their children engage in. The childminder has clear intentions for children's learning. This helps support learning at home. The childminder completes a welcome pack with parents on entry. However, she

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need to do better?

does not collect sufficient information as children start to support her in deciding their next steps for their learning to inform her curriculum right from the start. n The childminder keeps up to date with current thinking in the early years by accessing training, including that offered by the local authority. She meets regularly with other childminder to access support to help her to keep up to date with developments in her practice.

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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 engage parents fully in sharing information about children's starting points to inform the curriculum right from the start.

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Setting details

Unique reference number 2666892 Local authority Oxfordshire Inspection number 10339454 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Witney, Oxfordshire. The childminder offer care all year round. She has a recognised early years qualification.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the childminder's setting through written feedback.

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Inspection activities

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

13 June 2024 13 June 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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