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

There is a clear intent for what children will learn. The childminder has returned to childminding after a break and is focusing her curriculum on what is most relevant for children's development. For example, the childminder is reviewing children's progress and ensuring that her curriculum offers children opportunities to expand on their vocabulary, feel confident settling in her care and develop their social relationships with other children. The childminder finds out about children's current interests and provides activities and resources that match these. The childminder supports children's communication and language development well. When introducing children to new words and experiences, she provides richness and depth. For example, children study acorns, and the childminder encourages children to look at the colour, texture and shape. This successfully increases children's understanding rather than just learning the new word.

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The provision is good

Children make decisions about where and how they play. This helps to promote children's interest, and they sustain long periods of concentration as they explore their ideas fully.

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The provision is good

Children enjoy the praise that the childminder gives them when they create something. They proudly show adults the artwork they have made and shout 'ta- da' as they show their finished pictures. They ask the childminder to display their work because they know that it is worthy and important to the childminder as well as themselves. This shows their good self-esteem. The childminder creates a warm and welcoming environment where children feel confident and behave extremely well.

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need to do better?

n The childminder puts her curriculum into action effectively. For example, she encourages children to be physically active and use large equipment. She explains how they need to work together to use the see-saw, and through practice, they successfully enjoy the sensation of taking turns to be in the air. This encourages children to learn to play sociably together. n The childminder gets down to the children's level when talking to them. She asks what children think and gives them time to ponder the question. The childminder's responses to children are positive. She gives clear explanations, helping children to know what is expected. During the inspection, she reminded children to only knock down their own sandcastle in the sandpit. By offering children suggestions of how they can work together, and because of the childminder's good modelling, children play together well. n As the childminder has recently returned to childminding, she has yet to review

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need to do better?

her newly introduced curriculum to measure how effective it is in supporting

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need to do better?

11 September 2024 children's good progress. Despite this, she has good plans for observing and reviewing how well children develop. n The childminder uses simple repetitive rhymes. These include an element of anticipation, and children's excitement is tangible as they wait for the part where the childminder tickles them at the end of the rhyme. Children squeal with delight and want to repeat the rhyme over again, showing their enjoyment. n On occasion, the childminder does not manage mealtimes to help promote children's learning about ways they can keep themselves safe and understand about eating healthily. For example, when having a 'picnic lunch', children talk with food in their mouth and stand up and move while eating. The childminder does not consistently explain to children why they should avoid doing this and why some foods are better than others for their health. n The childminder has high expectations for what children can do. She knows that

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need to do better?

the children she cares for are exceeding expectations in their development and understands what factors can contribute towards this, both at home and when they attend her care. Children are impressively competent and self-assured. They can meet their personal needs with confidence. Children are fully toilet trained, able to dress themselves to play outdoors and expressive talkers. This shows impressive progress for children under the age of three years. n Relationships with parents are strong. The childminder exchanges information about children's learning regularly. This helps families to understand how they can support children's development at home. Parents praise how well children settle in the childminder's care and that they have quickly established secure relationships with her. Children separate from parents confidently with no sign of feeling anxious or upset. Parents feel this is an indication of how happy their

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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 embed the curriculum through effective review to measure how it promotes children's development and to increase quality over time n encourage children's better understanding of healthy eating and expectations at mealtimes to further increase their good understanding about health and safety.

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Setting details

Unique reference number EY536569 Local authority Oxfordshire Inspection number 10351040 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 3 Date of previous inspection 1 October 2018

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Information about this early years setting

The childminder registered with Ofsted in 2016. She lives in Drayton, Oxfordshire. The childminder provides care Monday to Friday, from 7am to 6pm, throughout the year, except for bank holidays and family holidays. She holds an early years qualification at level 4.

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Inspection activities

n The inspector discussed the intent of the curriculum and observed its implementation during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector observed an activity and discussed this with the childminder. Throughout the inspection, the inspector spoke with the childminder and the children at suitable times. n The views of parents were obtained through written feedback.

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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

11 September 2024 11 September 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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