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

This experienced childminder welcomes children into this home-from-home environment. Children independently select their favourite toys and happily invite the childminder and her assistant into their play. For example, children were excited for all adults to be joining them in their pretend tea party and giggled as they counted down before exploring the garden in a game of hide and seek. The childminder provides children with lots of cuddles and reassurance, which enables them to feel confident, safe and secure. She joins in with their play in ways that help children maintain their focus and interest. This helps children see learning as fun, as well as building children's self-esteem because they develop lots of new skills and knowledge, of which they are proud.

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The provision is good

The childminder works closely with the local school and pre-schools and signposts parents to a range of professionals, such as health visitors and speech and language therapists. This additional support enables children to receive appropriate help at the right time. Good arrangements are in place to support children who are learning English as an additional language. For example, the childminder finds out about children's language from home and learns key words from parents ahead of children starting with her.

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The provision is good

Children enjoy looking at books and making marks to represent writing. There are lots of opportunities for children to develop their early writing skills. For example, they knead and manipulate dough with their hands and tools, which helps children to strengthen their hand muscles. In addition, they use a range of pens and crayons to make marks on paper. The childminder consistently helps children to develop their early literacy skills in preparation for school.

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need to do better?

n The childminder creates a language-rich environment. She talks to the children all the time. She narrates their play and exposes them to a wide range of vocabulary. The childminder asks children questions. Overall, she allows them time to answer and offers answer choices when needed. When young children mispronounce more complex words, such as 'umbrella', the childminder sensitively repeats words back to them. This supports correct pronunciation and expands children's knowledge. As a result, all children make good progress in their language development. n The childminder has created a curriculum that blends child-led play and adult- planned activities. She uses her knowledge of the children to plan engaging activities based on their current interests and next stages of learning. The childminder plans activities to enable all children to take part and successfully encourages them to join in.

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need to do better?

5 August 2024 n Children's behaviour is good. The childminder gives children consistent messages to help them to understand rules and boundaries. She is a positive role model and her expectations for every child are high. As a result, children learn to manage their emotions and regulate their behaviour. n The childminder develops partnerships with parents. She gathers information ahead of children starting and warmly welcomes parents into her home. The childminder communicates with parents daily and keeps them well informed about their children's ongoing achievements. However, she is not as successful in sharing ideas of how parents can continue to support their child's learning at home. n Key-person relationships are very effective. Interactions are kind and gentle, and children build strong relationships with the nurturing childminder. The childminder shares any development information with her assistant. This ensures

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need to do better?

consistency for children. n The childminder provides an environment that encourages children to develop their independence. For instance, children are learning to be independent in a range of care routines and persevere to serve themselves fruit at snack time. Children are proud of their achievements, as they are able to balance the fruit on their spoons, carrying it to their individual plates. n The childminder provides plenty of opportunities for children to learn about the community in which they live. She provides children with a range of different experiences in the local community to teach them to understand the world. For example, children visit zoos, parks and wildlife parks, as well as making regular visits to the local story museum in the city. As a result, children develop an understanding of the world around them and the community they live in. n The childminder values the importance of continuous professional development.

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need to do better?

She ensures she attends regular training and webinars, as well as completing a range of online training with her assistant. In addition, she 'buddies' with a local childminder to share practice. This helps to maintain and develop the childminder's practice and quality of teaching.

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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 build on partnerships with parents so that parents can help guide and support their children's learning at home.

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Setting details

Unique reference number 134120 Local authority Oxfordshire Inspection number 10350898 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 9 Date of previous inspection 11 September 2018

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Information about this early years setting

The childminder registered in 1994 and lives in Oxford. Her daughter works as an assistant during out-of-school hours. The childminder offers full-time care on weekdays throughout the year, operating from 7am to 5pm. She receives funding for the provision of free early education for children aged two and three years old.

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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 setting. n The inspector completed a learning walk with the childminder through all areas of the premises used by the children. n Parents shared their views through written feedback. The inspector took these views into account. n The inspector talked to the childminder and her assistant at appropriate times during the inspection and took account of their views. n The childminder carried out a joint observation with the inspector. n The inspector looked at a sample of the documentation. This included evidence about suitability and qualification records.

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Inspection activities

5 August 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

5 August 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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