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

The childminder provides a warm, cosy environment where children feel safe and welcome. She provides children with toys and resources she knows they will enjoy. She gives reassuring cuddles to babies and smiles and laughs with children as they go about their day. She successfully creates a 'home-from-home' atmosphere, in which children feel very comfortable. The childminder understands that children need clear guidelines and lots of positive reinforcement as they learn about acceptable behaviour. She consistently provides children with both. Children behave typically for their age.

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The provision is good

The childminder offer a suitable range of activities and experiences, from which children can learn. She understands the importance of children developing strong foundations in their communication and social skills. She consistently supports these effectively as children play. She talks to children about what are doing and seeing. She joins in with play in ways that encourages children to play cooperatively. The childminder wants all children to achieve well. Her diligent monitoring of children's progress means she promptly identifies children who may need extra support to reach their potential. She then ensures she offers extra support as needed, so gaps in learning begin to close.

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need to do better?

n The childminder consistently supports children's speaking and listening skills well. She listens to what they say and replies to their questions. She gives children plenty of time to think and gather their thoughts. Children learn the words, and develop the confidence, they need to express their needs and opinions. n The childminder makes accurate assessments about children's progress and from this identifies what children most need to learn next. However, she does not consistently take this into account when planning specific activities. This means that children are sometimes asked to do things which are not best suited to their current learning needs. For example, children who are not yet able to consistently recognise and name individual colours are asked to observe and comment on what happens when colours mix. n The childminder joins in with children's play in ways that supports their focus and concentration. By playing alongside children the childminder builds on

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need to do better?

children's initial interest and helps ensure meaningful learning. For example, as children explore conkers and leaves the childminder shows children how to explore how they feel and how to sort them. Children develop into curious learners. n The childminder is receptive to children's care needs. She notices when babies need to sleep and helps them settle for a nap. She is a reassuring presence

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need to do better?

14 October 2024 when they wake up. Children understand and help with routines. For example, they know what to do when it is time for a snack. The childminder encourages them to try and do things for themselves, to build their independence. For example, children are encouraged to meet their own personal care needs. n Children are safe. The childminder supervises them suitably, and gently introduces them to some ideas about their own personal safely, such as their entitlement to privacy and to say no. She has suitable policies in place to ensure her own use of technology is safe around children, such as how she sends and deletes photographs. She recognises the increased role technology plays in many children's lives but has not incorporated opportunities for children to begin to understand how to stay safe online, to enhance further their ability to keep themselves safe. n The childminder recognises that children need to feel welcome and included. She

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need to do better?

marks celebrations and festivals that are important to them. She uses these opportunities to help children learn about the similarities and differences between themselves and others. n The childminder ensures any assistants she works with have the knowledge they need to keep children safe and fulfil the requirements of their role. This helps ensure they can complement the childminder's own practice.

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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 develop a stronger understanding of how to sequence learning, so teaching can focus more effectively on what children most need to learn next n help children gain an early understanding of how to use technology safely, to enhance their understanding of their own personal safety.

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Setting details

Unique reference number EY443977 Local authority Oxfordshire Inspection number 10364050 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 22 January 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Bicester. She operates 7am to 6pm, Monday to Friday, throughout they year. The childminder works with an assistant. The childminder offers funded early education for children aged nine months and above.

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Inspection activities

n The childminder spoke with the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the impact on children's learning. n Parents shared their views and the inspector took these into account. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 October 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

14 October 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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