Andrews, Jennifer

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 in the childminder's welcoming home. They have a very close relationship with the childminder. She plays alongside children and interacts positively with them. When babies are upset, the childminder offers reassuring cuddles. She provides a warm and nurturing environment to help children feel safe and secure. As a result, children settle very quickly and are happy and eager to learn.

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The provision is good

The childminder uses her good knowledge of child development to help her to plan activities that support children's interests. For example, she provides a range of sensory resources for younger children to experience. For instance, the feel of rice fascinates children and they become entranced by an imitation spider's web.

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The provision is good

The childminder is a good role model. She helps children to develop positive behaviours and offers them plenty of praise and encouragement. Consequently, children learn to be tolerant of others, to share and to take turns. The childminder regularly visits local toddler groups and places of interest to enhance children's learning experiences. As a result, children are able to meet with other children of a similar age and develop their social skills. This also helps them to develop an understanding and respect for those who are different from themselves.

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need to do better?

n The experienced childminder knows the children well. She collects detailed information from parents when their children first start at the setting. For instance, she finds out about children's interests, current levels of development and their routines. This helps her to provide good consistency in care and learning. The childminder aims for children to become confident and resilient learners before they move on to the next stage of their learning. She tracks children's learning effectively to ensure that they make good progress. n The childminder carefully considers the activities and experiences that she provides for children. She has a range of resources to stimulate children's interest and extend their learning. However, the organisation of the learning environment, including the resources, does not always support children to make choices about their play. For example, toddlers cannot always move around

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need to do better?

freely and access resources independently. n The childminder supports children's early language skills well. She introduces new vocabulary as she points to pumpkins and witches' hats during an activity. Toddlers eagerly respond to simple questions and instructions. The childminder sings nursery rhymes and talks to children about what they are doing. She builds on children's speech and language effectively, helping them to extend their vocabulary.

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need to do better?

22 October 2024 n Even the youngest children follow good hygiene routines. For instance, they use individual hand towels after washing their hands to prevent cross-contamination. The childminder extends this learning by helping children to understand the importance of oral hygiene. For example, after they have eaten their lunch, she asks children to wash their hands and brush their teeth. Toddlers are excited to show their clean teeth to visitors. n Children benefit from daily opportunities for fresh air and exercise as they play outside in the childminder's garden, or visit local parks and playgrounds. She ensures that children have a wide range of experiences to encourage them to be active. Toddlers are delighted as they post a variety of balls into a basketball hoop. They develop their muscles and coordination as they run around the garden and use the equipment to climb. n Partnerships with parents are good. The childminder shares children's key

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need to do better?

achievements and individual care needs with parents to promote a consistent approach to children's development. She liaises closely with parents to ensure that they receive daily information about their child's day. They appreciate the good care and interesting experiences that the childminder provides for their children. n The childminder reflects on her setting and considers where she can make improvements. She seeks the views of parents, children and other childminders to achieve a good level of provision. For example, she liaises with other childminders in the area and they share knowledge, ideas of good practice and keep up to date with any new legislation.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n review the organisation of resources and learning environments to increase the opportunities for children to explore and make their own choices in their play.

p.3

Setting details

Unique reference number 134238 Local authority Oxfordshire Inspection number 10359764 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 6 December 2018

p.4

Information about this early years setting

The childminder registered in 1992. She lives in a Chinnor, Oxfordshire. The childminder offers care from Monday to Thursday, 8am to 6pm, throughout the year, including out-of-school care.

p.4

Inspection activities

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 has on children's learning. n During the inspection, the inspector spoke to and interacted with the children.

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Inspection activities

22 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

22 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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