Kernan, Leah

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 builds warm bonds with children. She gets to know children and their families well, which helps her understand children's individual needs and circumstances. Children show they feel very comfortable in her company. They enjoy it when she joins in with their play. They move around her home confidently. They know where things are and the routines of the day.

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The provision is good

The childminder is very effective at helping children learn to manage their own emotions and consider the needs of others. When there are age-appropriate minor disputes over toys, she uses these opportunities well to help children think about how their actions might make others feel. She does this gently and clearly and in ways that in no way undermines children's well-being. As a result, children navigate well the path to acceptable behaviour.

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The provision is good

Children enjoy their learning. This is because the childminder offers children resources and activities that she knows they will enjoy. The childminder wants children to achieve well. When she identifies that children are not making expected progress she plans well how to help them catch up. The childminder is especially effective at helping children develop their social, communication and physical skills. She puts these at the centre of her curriculum. She successfully helps children learn new words and use them in context. She plans and delivers lots of activities that help children develop their coordination and muscle control in preparation for later writing.

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need to do better?

n The childminder effectively supports children's speaking and listening skills. She repeats back to children what they say, emphasising key words and adding new ones to broaden their vocabulary. She listens to what children say and responds in ways that encourage back-and-forth conversations. Children become confident to express their needs and opinions. n The childminder plans very well for children's physical development. She thinks of fun ways in which children can develop their hand-eye coordination and muscle control. Children enjoy exploring large tweezers and clothes pegs. They learn to manipulate these objects and use them with increasing control. n The childminder is confident and knowledgeable about how to support children's physical, social and language development. However, the aims she has for some other aspects of the curriculum are very broad and she does not always clearly identify how she will sequence children's learning. This means that teaching is

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need to do better?

not always sharply focused on what children most need to learn next. For example, although the childminder introduces children to numbers and mathematical concepts, she does not plan how she will break this learning down

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need to do better?

16 October 2024 into manageable steps for children. n The childminder interacts with children in ways that encourage them to persevere with tasks and keep trying. This helps children build positive attitudes to learning, that will be useful as they continue on their learning journey. Children watch as the childminder shows them how to do things. They then have plenty of opportunities to practise as they master new skills. They know the childminder is always nearby, ready to help them if needed. n Children get daily opportunities for fresh air and exercise. The childminder knows it is important for children to develop a positive view of following active lifestyles. She takes children to local parks and woodlands, ensuring they can spend plenty of time climbing and exploring. n Children are safe. The childminder supervises them closely, including around technology. However, although she recognises that many children will use

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need to do better?

technology from an early age, she has not planned how she can begin to help children understand about online safety. n Parents speak warmly of the childminder. They consider their children to be safe and happy in her care. The childminder builds supportive, professional relationships with parents. She uses these well to help parents understand what their children have been doing and learning, so parents can continue to support learning at home. She offers useful advice as parents help their children reach developmental milestones, such as toilet training and reducing the reliance on dummies.

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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 deeper understanding of how to precisely plan for some areas of learning, to strengthen further the delivery of the early years curriculum n plan and deliver experiences that help all children gain an age-appropriate understanding of online safety, to further their understanding of how to keep themselves safe.

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Setting details

Unique reference number EY285221 Local authority Oxfordshire Inspection number 10364068 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 11 Date of previous inspection 23 January 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Bicester, Oxfordshire. She provides care 7am to 6pm, Monday to Friday, throughout the year. The childminder offers funded early education for children aged nine months and above.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. 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

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

16 October 2024 16 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

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