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

Children show they feel safe and settled with the childminder. They respond to her warm greetings as they arrive each morning, confidently entering her home and choosing what to do. Children enjoy chatting with other members of her family, when they pop in to say hello. They understand routine and often anticipate what is going to happen next, such as when it is time for a snack. Children demonstrate through their demeanour how the childminder has successfully created a 'home- from-home' for them, where they feel very welcome.

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The provision is good

The childminder has high aspirations for all children. She wants them to leave her care as confident learners, who are ready for the next stage in their learning. Overall, the childminder does a very effective job of ensuring this happens. Under her positive guidance children are confident to explore and try out their own ideas. For example, children enjoy working out how to make toy cars run down ramps. The childminder is especially effective at supporting children's social and language development. She is consistent about behaviour expectations, and children behave typically for their age. The childminder models words and phrases clearly and accurately which helps builds children's vocabulary. She demonstrates how to use resources for a purpose, which enables children to engage in purposeful play. For example, children can continue with a pretend game of serving ice cream because the childminder has shown them how to use resources to pretend to scoop, serve

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need to do better?

n The childminder knows the children well and accurately assesses their progress. This enables her to identify any skills they may need a little extra help to master. For example, she identifies when she needs to help children learn the skills they need to share, take turns and consider then needs of others. She then focuses well on this as children play. n The childminder plans learning experiences taking account of the different areas of learning. However, when planning some aspects of the curriculum the childminder does not precisely identify what she wants children to learn. This impacts on her ability to clearly focus her teaching, and ensure children are learning well at these times. For example, although she plans activities to broaden children's understanding of different cultures and the natural world she does not clearly identify what she wants children to learn and remember from taking part in the activities she offers.

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need to do better?

n The childminder supports children well as they learn to move in different ways and develop their coordination and muscle control. Children enjoy crawling through toy tunnels and squashing into small spaces. They become more and more confident to manage steps and different surfaces underfoot.

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need to do better?

30 July 2024 n The childminder wants to make learning fun for children. Sometimes, in her enthusiasm to do so, she over complicates activities, trying to cover too many different areas of learning at the same time. This impacts on children's ability to focus well and get the most out of the learning experience. For example, the childminder tries to extend children's hand-to-eye coordination at the same time as wanting them to listen to a story. Children become distracted by having so many different resources to explore at the same time. n The childminder takes good care of the children. Through well embedded routines children learn to predict what is going to happen next, and cooperate with care routines. Meal times are social occasions, where the childminder sits with children, chatting about their day and encouraging children to try different foods. Younger children's personal care needs are met with dignity and respect.

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need to do better?

This good practice helps children feel emotional secure. n Partnership working is a real strength of the childminder's practice. Parents are full of praise, one reporting that the childminder is held in 'higher regard than Santa' in their household. The childminder builds on these warm relationships to provide useful support and advise that parents find really helpful in supporting their children to reach developmental milestones. For example the childminder offers advice on toilet training and dummy usage. She lends story sacks to help parents instil a love of books in their children. The childminder builds equally as useful partnerships with staff at nurseries children also attend. She regularly exchanges information with these other professionals, which helps enable a consistent approach to supporting children's learning.

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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 identify more precise learning intent for some aspects of the curriculum, and use to enhance teaching further n improve how some activities are delivered, to better enable children to focus well at these times.

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Setting details

Unique reference number 2756416 Local authority Oxfordshire Inspection number 10349461 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 2023 and lives in Upper Heyford, near Bicester, Oxfordshire. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder offers funded early 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

30 July 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

30 July 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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