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 flourish in this homely environment. The childminder and the assistants who she works with are genuinely caring, sensitive and calm. They create a fun, nurturing and secure environment for children. The childminder provides a good focus on children's learning outdoors. Children have many opportunities to explore the world on nature walks and to collect items they find that can be used in further activities. The childminder plans many trips in the local community, such as to a nature reserve, local groups and bus rides. These exciting outings help to develop children's social skills, understanding of the world and physical skills.

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The provision is good

Overall, the childminder plans a varied range of activities that follow the children's interests and build on their prior knowledge and skills. She adapts the experiences so that children of all ages can participate at their level of understanding. Children are curious and motivated as they play. For instance, they explore a variety of materials and are excited to hunt for toy bugs in a large tray. They examine the bugs closer as they use a variety of tools, such as large tweezers and magnifying glasses. Adults skilfully help children to count, recall colours, name the objects and introduce new words. Children are valued and respected by the childminder and her staff. Gentle reminders about sharing help children learn how to play cooperatively together. Children know the routines and behave well. For example, they take turns and are seen to offer resources to their friends as they invite them to play in their games.

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need to do better?

n The childminder oversees the work of her staff effectively, offering feedback to help improve their practice. She ensures that any assistants who she works with attend relevant training and together they undertake a range of courses. This helps to maintain good standards of care and learning. n Overall, the childminder has a clear curriculum intent that focuses on preparing children for the next stage in their education. She has a good understanding of the children's starting points and how children are progressing. She is generally secure on how activities support children's development. However, she is not always clearly focused on how the challenges set during planned activities link to the different areas of learning to support children's further progress. n The childminder supports children's communication and language skills well. Children learn to be confident communicators. Ongoing dialogue and back-and-

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need to do better?

forth conversations with the children support their growing vocabulary. The childminder and staff comment on children's play and extend their language. They introduce new vocabulary, such as the names of different bugs. Children show a love of stories and freely access books, which are attractively displayed to promote their curiosity. Children show delight as they enthusiastically take

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need to do better?

21 October 2024 part in actions as they sing along with adults to familiar songs. n Children thoroughly enjoy their time outdoors and the freedom to explore. They have many opportunities to develop their physical skills in the childminder's garden. Children learn to navigate space as they manoeuvre themselves up and down different levels and negotiate the steps of the climbing equipment. Children refine skills as they are supported to walk along a balancing beam or practise pedalling on wheeled toys. n The childminder supports children to listen, understand their feelings and follow appropriate rules that promote their good behaviour and safety. She praises positive behaviour, such as when children play cooperatively alongside each other and when they are helpful. n The childminder offers an inclusive environment. She promptly recognises the signs that some children may need additional help with their learning and to

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need to do better?

support their emotional well-being. She understands the importance of working closely with other professionals to implement strategies that enable children to make good progress in their development. n Partnerships with parents are effective. The childminder shares lots of information with parents around children's learning, including ideas to support their learning at home. Parents are very happy with the service. They comment that their children 'really look forward to attending', 'are well cared for', and 'the team always go an extra mile and extreme lengths to support the children and the entire family'. n The childminder is reflective. She continually evaluates her practice and knowledge, together with her team. The childminder researches and networks with other practitioners. She uses the information that is gained to consider ways to enhance and improve the service she provides to further meet the

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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 plan the curriculum even more effectively to focus precisely on the challenges set during planned activities and how these link to the different areas of learning.

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Setting details

Unique reference number EY492575 Local authority Oxfordshire Inspection number 10363748 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 12 Number of children on roll 19 Date of previous inspection 7 January 2019

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Information about this early years setting

The childminder registered in 2015. She lives in Headington, Oxford. The childminder provides care from 7.30am to 5.30pm, Monday to Friday, all year round, except for Christmas and family holidays. The childminder provides funded care and early education for children aged two and three years. The childminder works with assistants.

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Inspection activities

n The childminder took the inspector on a tour of all areas of the premises to understand how the early years provision and the curriculum are organised. n A joint focus activity observation was carried out by the inspector and the childminder. The inspector discussed learning activities and assessed the quality and impact of teaching on the children's learning. She spoke with the childminder, the assistants and the children at appropriate times during the inspection. n The inspector looked at relevant documentation, including evidence of the suitability of all those living in the household. She also sampled documentation, including evidence of paediatric first-aid training. n The inspector took account of the parents' views through their written comments. n The inspector discussed the childminder's self-evaluation processes and plans for improvement.

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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

21 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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