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

Children are settled, and they feel safe and secure in the care of this highly experienced childminder. They have formed strong, warm bonds with her and feel comfortable to ask for their needs to be met. Children receive cuddles and reassurance when needed and freely access the toys and resources that interest them. The childminder knows the children very well and is responsive to their needs. She supports children in gaining independency well, such as using the toilet and washing their hands where children enjoy joining in with a handwashing song.

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The provision is good

The childminder's familiar daily routines help young children to know what to expect during their time in her care. They know to remove their shoes when arriving and where to put them. They know to tidy up one set of resources before getting a new set out and to say when they are hungry or thirsty.

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The provision is good

Children behave well. The childminder has clear boundaries and is consistent in her approach. She acts as a positive role model and offers examples to the children of how to be kind and polite. For instance, when playing with play dough, the childminder reminds children to ask for the tools they need. Children repeat phrases, such as, 'Please can I borrow your tool?', and play harmoniously together, remaining happy and focused for prolonged periods of time.

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need to do better?

n Children display positive attitudes to learning. They are engaged and remain focused in their play. Children enjoy selecting their own toys and resources, such as dolls and play food. They play creatively alongside the childminder, who skilfully expands their play to involve picnics and outings with the dolls. n Children learn the importance of a healthy lifestyle. They spend lots of time in the childminder's spacious garden where they help to look after the goats, chickens and guinea pigs. The childminder helps the children to gain a love for animals and the outdoors, while teaching them how to take care of the natural world around them. n Young children have a wealth of opportunities to develop their large-muscle movements as well as their holding and grasping skills. They delight in moving rhythmically to music and enjoy using tools when playing with play dough. The childminder models how to use tweezers to support children with their own grip

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need to do better?

technique. Physical development is promoted well. n The curriculum is well structured and builds on what children already know and can do. The childminder knows the children well and confidently identifies next steps for children's learning. She tracks children's progress over time to ensure that children are ready for their next stages, such as starting pre-school or primary school. However, the childminder has not yet embedded opportunities

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need to do better?

8 October 2024 for children to learn about people and cultures from outside of their community. n The childminder is dedicated to creating a language-rich environment. She talks about what the children are doing as they play and asks them to repeat phrases as she teaches them new words. She asks lots of questions, such as, 'What are you building?' or 'What did you do at the weekend?' This encourages children to develop their speaking skills. Communication and language development are supported well. n Children's social and emotional well-being is prioritised. The childminder gathers information from parents and offers settling-in-sessions before children start. She has routines that are flexible to meet the individual needs of all the children, particularly babies. n The childminder has very high expectations of behaviour. The children follow the rules and benefit from the consistent boundaries that are in place. She acts as a

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need to do better?

positive role model and demonstrates polite and kind behaviour, such as by saying 'please' or 'excuse me'. Consequently, children treat each other with kindness and care. For example, they take turns choosing blocks when building and hand each other cutlery from the toy kitchen when feeding their dolls. n Partnerships with parents are strong. Parents praise the childminder's high quality of care and appreciate the moral codes that she teaches their children, such as respect for one another, toys and resources. The childminder communicates with parents and supports families through various milestones, such as toilet training and early speech development. n The childminder reflects on her practice and is keen to seek out opportunities to further develop her skills. She attends online training, such as various safeguarding courses, to keep her knowledge up to date. The childminder ensures that the knowledge and skills of any assistants she works with are

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need to do better?

relevant and up to date by providing regular training opportunities and set times for discussions about children's developmental needs.

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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 extend opportunities further to help children gain a deeper understanding of people's beliefs and lifestyles beyond their own experiences.

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Setting details

Unique reference number 133377 Local authority Oxfordshire Inspection number 10354840 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 15 Date of previous inspection 8 November 2018

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Information about this early years setting

The childminder registered in 1997. She lives in Steventon, Oxfordshire. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except for Thursdays. She occasionally works with an assistant.

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Inspection activities

n The inspector observed the quality of education provided and assessed the impact that this was having on children's learning. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable for children. n The inspector observed an adult-led activity and provided feedback to the childminder. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views on the setting with the inspector through written and verbal feedback.

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Inspection activities

8 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

8 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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