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 are happy and settled with the welcoming childminder and, as a result, they form secure attachments with her. She provides clear routines and boundaries, ensuring children are confident to explore the environment. Children frequently cuddle up to the childminder, involve her in their play and show that they feel safe in her care. Children independently choose what they want to play with from the wide range of resources made accessible to them by the childminder.

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The provision is good

The childminder builds her curriculum around the children's individual needs and interests. She uses planned and spontaneous opportunities to help children make progress. Since the last inspection, the childminder has extended children's learning in mathematics. For example, she counts with the children and introduces them to numbers in a variety of ways, such as numbering outside resources. Children excitedly run around the garden proudly locating the numbers. They enjoy playing in the sand using balance scales. The childminder extends the learning as she gets them to make the containers heavier or lighter.

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The provision is good

Children learn to be independent and develop confidence with their self-help skills. For example, the childminder encourages children to use cutlery to feed themselves at mealtimes, which they do with growing confidence.

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need to do better?

n The childminder provides a wide range of educational activities. She ensures that children enjoy their learning and that it is relevant to them. For example, they learn about growth when they plant sunflowers and watch broad beans grow. The childminder supports children to develop communication and language skills effectively. For example, she encourages children to talk about what they know about cleaning their teeth. She asks questions and gives children time to respond. n The childminder has high expectations for children's behaviour. She teaches children to be polite and helps them to learn to respect other children as they play. For instance, when children are playing in the sandpit, she talks to them about taking turns with resources. The childminder supervises the children closely to support them to learn to share and to be kind to their friends. n Parents comment on the 'nurturing, stimulating environment' and appreciate

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need to do better?

how safe their children are in the childminder's care. The childminder regularly shares information with parents about children's learning and development. For example, in addition to verbal feedback at the end of each day, the childminder sends digital messages to parents and invites them to share information about children's experiences at home. This ensures continuity in their learning. n The childminder seeks a range of information from parents about children's care

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need to do better?

8 August 2024 routines, interests and achievements at home. She uses this information to make initial plans for children's learning. The childminder follows routines from home to ensure that children settle promptly and have their emotional well-being needs met. However, the childminder is not as clear about the learning intentions for each child during planned activities. As a result, some activities do not build fully effectively on children's existing knowledge and skills to further support their progress. n The childminder promotes healthy eating and oral health. Children enjoy healthy snacks of fruits, and the childminder explains which foods are good for us. She ensures that lunch boxes provided by parents are nutritious and balanced, offering advice to parents if needed. Children learn how to brush their teeth and the importance of keeping their teeth clean. Older children manage their own personal hygiene with minimal support.

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need to do better?

n Children have opportunities to be physically active. They develop their muscles and coordination as they use the equipment in the garden to jump and climb. Children attend a variety of activities in the local area. They visit children's groups and local parks. This helps children to have knowledge of their diverse community and develops their confidence in different situations. n The childminder reflects on her practice. She has professional conversations with other childminders. The childminder completes training to improve her professional skills. For example, she has completed training to support her understanding of early years language development and a wider understanding of safeguarding concerns.

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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 focus more precisely on the learning intentions in planned activities to maximise learning outcomes for all children.

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Setting details

Unique reference number 133797 Local authority Oxfordshire Inspection number 10351019 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 2 Date of previous inspection 27 September 2018

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Information about this early years setting

The childminder registered in 1997 and lives in Didcot, Oxfordshire. She operates throughout the year from 9am to 5pm. 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 their evaluation of the provision. n The childminder and the inspector completed a learning walk together around the areas of the childminder's home used for childminding. n The inspector talked to the childminder at convenient times during the inspection to discuss her practice. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises. n The inspector and childminder discussed an activity and talked about how it supports children's learning. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to, and interacted with, the children.

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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

8 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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