Ford, Emma Marie

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 benefit from warm and trusting relationships with this kind and nurturing childminder. Children's behaviour is good. The childminder gives consistent messages to them to help children understand rules and boundaries. She encourages young children to be kind, teaching them the importance of sharing, when some may struggle. The childminder teaches children the importance of being safe. For example, children tell the inspector that the childminder has locks on her cupboards to keep one of their friends safe. The childminder is a positive role model and her expectations for every child are high. Children are gaining in confidence.

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The provision is good

All children benefit from having access to a wide range of activities. For instance, children show friendly behaviour, such as making and selling their pretend ice- creams for the childminder and their friends. The childminder joins in with children's games, which supports children to develop their imaginative skills. Children are also beginning to identify, name and match colours. This is extended as children learn how to mix colours. For example, they learn mixing blue and red together makes purple. This supports them to develop a basic mathematical knowledge before they leave for school. Children are developing a range of mark making skills, in readiness for school. For example, they hold pens and chalks securely, and are able to name and draw the first letter of their name. In addition, children are adept at using scissors. They concentrate and persevere as they cut out their pretend scoops of ice-cream and stick them to the cones.

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need to do better?

n The childminder has a clear and ambitious curriculum that is designed for the children in her care. She knows children well and plans activities to follow children's interests and what they need to learn next. The childminder places a strong emphasis on developing children's language skills and personal, social and emotional development. For example, children attend a weekly singing group. This supports them to socialise with other children and gain confidence in social situations. n Overall, the childminder is keen to develop children's language skills. She introduces children to a wide range of vocabulary. For instance, when children are playing with a range of resources at the mud kitchen, she expands their vocabulary to teach children the word 'colander,' and use it in correct context to their play. However, at times, the childminder does not give children time to process and respond to questions she poses. This does not consistently support

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need to do better?

the development of children's language skills. n Partnerships with parents are strong. The childminder gains information ahead of children starting and warmly welcomes parents into her home. The

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need to do better?

13 August 2024 childminder communicates with parents daily and keeps them well informed about their children's ongoing achievements. n The childminder has established secure partnerships with other settings children attend. This helps to provide children with a joined-up approach towards their future development and progress. n Key-person relationships are very effective. Interactions are kind and gentle, and the childminder has warm, trusting relationships with children in her care. Older children who she cared for as young children, return to her in the school holidays and continue to have strong, and caring relationships with her. n The childminder provides an environment that encourages the children to develop their independence. For instance, children are learning to be independent in a range of care routines and are proud as they persevere to cut their own fruit at snack time into small, safe to eat pieces.

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need to do better?

n Children's behaviour is good. The childminder listens attentively to what children have to say, showing sincere interest in their home experiences. She responds to them warmly, helping children to feel emotionally secure. This helps children to learn to manage their emotions and regulate their behaviour. n The childminder attends mandatory training to help her refresh her knowledge of how to keep children safe. However, she does not fully engage with other professional development opportunities to further strengthen her teaching practice and build and develop her knowledge over time. n The childminder provides plenty of opportunities for children to learn about the community in which they live, to teach them to understand the world. For example, children take a range of public transport to access the local city. They visit local museums and follow educational trails to extend their learning further.

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need to do better?

This supports children to develop an understanding of the world around them and the community they live in.

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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 allow children more time to think for themselves and solve problems in their own way before intervening n make better use of professional development opportunities to further enhance knowledge and develop teaching skills.

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Setting details

Unique reference number 2757553 Local authority Oxfordshire Inspection number 10349537 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 7 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, in Oxfordshire. She operates all year round from 7am to 5:30pm, Monday, Wednesday and Thursday, and from 7am to 6pm on a Tuesday. The setting provides funded early education for two-year-old and three-year-old children.

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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 children at appropriate times during the inspection and took account of their views. n The childminder carried out a joint observation with the inspector.

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Inspection activities

13 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

13 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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