Lawson, Jacqueline Frances

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

The dedicated and experienced childminder supports children to make an exceptional start in their learning. All adults who work at the provision have high expectations, and their commitment to every child's success ensures that each child reaches their full potential. They are particularly skilled in supporting children to understand the needs and feelings of others. All children, including children with special educational needs and disabilities (SEND), flourish at this warm and nurturing provision and make excellent progress.

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The provision is outstanding

Behaviour is exemplary and children display very positive attitudes to learning. They approach new tasks keenly, listen attentively and are motivated to explore independently. For example, when children build a brick tower, the childminder extends their learning by encouraging them to explore different ways they can make the tower more stable. Children readily rise to the challenge. The childminder skilfully extends children's learning by asking thought-provoking questions to deepen their thinking. She models key vocabulary so that children expand the range of words that they understand and use to describe the properties of shapes. Children persevere with great determination. They succeed in readjusting their design to build a stable tower. Later, they apply their new learning as they identify complex 3-D shapes for themselves. They count the sides and conclude that a block with six sides is a hexagon.

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The provision is outstanding

The childminder's dedication to fostering an understanding of life in modern Britain ensures that all children are well prepared for their future. She places impressive attention on teaching children about the positive difference they can make in their community. For example, children attend local SEND groups and participate in community events, including those that raise funds for local charities. Children relish opportunities to harvest the vegetables they have cultivated from seeds. They learn about making healthy choices as they prepare these into nutritious, home-cooked meals.

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need to do better?

n The childminder uses her expert knowledge of child development to create an ambitious and broad curriculum. She supports children to follow their interests and learn through play while successfully building the knowledge and skills they need. The childminder ensures that important knowledge is presented to children in a way they understand so they can make links with what they are doing and learning. She routinely checks children's understanding using well- considered questions and is quick to revisit any misunderstandings children may have as they learn. This support is extended to all children, and she adapts activities effectively so that children with SEND can learn alongside their friends.

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need to do better?

27 August 2024 All children quickly gain the skills they need for the next stage in their education. n The childminder competently supports children's communication and language skills. She creates communication-friendly spaces, such as a cosy tepee in the garden, where children relish opportunities to read stories with their friends. Younger children are exceptionally well supported to become confident communicators. They quickly develop a love of stories, rhymes and songs. The childminder ensures that any assistants are also highly skilled in supporting children's learning. For instance, they ably support toddlers as they confidently name simple objects in books by repeating back words and phrases to encourage them further. Older children show a keen interest in learning the sounds that letters make as a foundation for their move to school. They demonstrate high levels of creativity and become engrossed in drawing colourful

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need to do better?

pictures to accompany their own imaginative stories. n The childminder places high priority on supporting children's emotional well- being and promoting their good health. She expertly helps children to respond to and deal with differences in opinion if they arise. Every opportunity is used to reinforce and promote turn-taking, sharing and respectful listening to each other. Children work well independently and collaboratively with their friends at self- chosen tasks. They develop an impressive level of independence in managing self-care tasks for themselves. n Safeguarding is given the highest priority, with robust risk assessments to ensure the safety and well-being of all children. Children develop an excellent understanding of their own and others' safety. They take manageable risks, such as climbing trees on their regular adventures in the local woods. The childminder ensures children learn about the safe use of technology. Children know they can

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need to do better?

share any worries and these will be acted on. Children form strong, secure attachments with the adults and each other and display high levels of self- esteem. n Effective partnerships with parents and carers are established and contribute significantly to consistency in children's learning and care. The childminder shares a wealth of information, including guidance on safe sleeping and practical support around achieving developmental milestones. She encourages parents to contribute to the family learning community to support children's communication further. For example, parents select stories from the lending library and create animated video clips of bedtime favourites with the story time bear to share with other families. Parents' views are overwhelming positive. They speak highly of the childminder's professionalism and dedication and the positive impact she and her assistant have had on their children's lives.

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need to do better?

n The childminder has very successfully used the knowledge gained from her recognised qualification in SEND to inform high-quality partnerships with other agencies. Subsequently, she has been instrumental in identifying smart targets in children's education, health and care plan assessments and coordinating professional support for families. Additional funding is used to excellent effect to enrich and widen children's experiences. Children with SEND achieve highly alongside their peers. n The childminder is a passionate and tenacious practitioner, who demonstrates relentless determination to make ongoing improvements that benefit the

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need to do better?

27 August 2024 children. She accurately evaluates the provision, with ongoing priorities based firmly on excellence without compromise. This includes helping children strive to meet ambitious targets for learning. Children have benefited significantly from the childminder's commitment to ongoing professional development and from the highly focused support she provides for assistants who work with her. The childminder shows unwavering dedication to improving outcomes for all children, who remain at the heart of all that she does.

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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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Setting details

Unique reference number EY500956 Local authority Oxfordshire Inspection number 10355334 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 12 Number of children on roll 14 Date of previous inspection 26 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Shrivenham, near Swindon, in Oxfordshire. She operates Monday to Friday, 7.30am to 6pm, all year round. The childminder works with an assistant. Funding is accepted for the provision of free early years education for children aged nine months to four years. The childminder is a qualified primary school teacher and holds a level 3 qualification in supporting children with special educational needs.

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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 childminder. n The childminder explained how she plans her early years curriculum and supports children's learning and development. n The inspector observed the childminder and her assistant interacting with the children and evaluated the quality of teaching. n Children talked to the inspector during the inspection and spoke about what they enjoy doing with the childminder. n The inspector discussed how the childminder works in partnership with her assistant to support children's learning and keep children safe. n The inspector considered written feedback from parents and also spoke to parents to gather their views.

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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

27 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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