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 Not applicable

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The provision is good

Children show they feel safe and secure in the warm and inviting home of the childminder. She shows kindness and care, and this helps children's emotional development. The childminder promotes positive behaviour through praise and encouragement. She models the behaviour she expects of the children.

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The provision is good

Children enjoy lots of giggles and laughter with the childminder as they dance and sing to their favourite songs and music. They learn about their bodies and what they can do as they join in with action songs. They are aware of the space they need around them to be able to express themselves through movement.

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The provision is good

Children are developing their independence skills as they learn to put on their rain suits and wellies before outdoor play. They enjoy exploring a range of large apparatus as they negotiate and begin to learn to take turns on favourite equipment.

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The provision is good

The childminder supports children's communication and language development well. She models language, introducing new vocabulary where appropriate. Children enjoy sitting close and listening to stories and looking through the books. They point out interesting pictures and information for the childminder to read to them. They learn about many different celebrations throughout the world during the autumn months. Children benefit from the sequenced approach the childminder provided in linking learning across a range of activities throughout the day.

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need to do better?

n The childminder delivers a broad and sequenced curriculum that builds on children's current stage in development and supports their next steps in learning. She knows the children well and uses assessments effectively to help children make good progress. The childminder knows what she wants children to learn and adapts her interactions and language to meet the individual needs of each of the children. n The childminder speaks clearly and develops interesting conversations with the children. She reads to the children with excitement, encouraging their thoughts and ideas as they talk about what is happening in the book. Children enjoy cuddles as they listen to the childminder and look through the book together. This supports children's communication and language skills. n Children are beginning to manage their emotions and understand that their actions have an impact on others. The childminder supports children to process

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need to do better?

their emotions and learn the language of feelings to help them express themselves and their wants and needs. The childminder talks about children's emotions to help them identify how they are feeling.

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need to do better?

23 October 2024 n The childminder provides a routine that helps children know what is happening now and next. This helps children to feel secure in the care of the childminder. However, the structure of the routine can, at times, limit children's independent learning and play. n Children learn about managing their own personal hygiene needs. Through interaction and discussion with the childminder, children know and understand the importance of handwashing before snack time. She teaches them about using soap to wash away the germs. Children enjoy helping her prepare and tidy the table ready to sit together for their snack. n Children develop their hand muscles and coordination as they help prepare and cut their snack using one-handed tools. The childminder talks to the children about keeping themselves safe and how to use cutlery correctly to protect them from hurting themselves. This helps children manage appropriate risk and

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need to do better?

challenges. n The childminder promotes children's confidence and resilience as she teaches them to take appropriate risks and challenges while they explore and play, both inside and outside. This helps children to develop their physical skills and supports their emotional development. n Parents know and understand what their children are learning each day. The childminder provides detailed feedback on what children have been doing and what they are working towards. She shares with parents how they can support children's learning further at home. The childminder has developed positive and respectful relationships with parents, and they are assured that their children are happy and safe in her care. n The childminder is proactive in seeking further training and development opportunities. She uses this training to inform and continuously improve her practice. She considers the needs of the children in her care and what training

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need to do better?

she could do that will support her in providing good-quality care and education. For example, she has completed training in how to support children with special educational needs and/or disabilities. This has helped her in supporting children in managing emotions and communication and language development.

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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 enhance opportunities for children to develop their independent play and learning.

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Setting details

Unique reference number 2676808 Local authority Oxfordshire Inspection number 10355502 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She operates from 8am to 4.30pm, Monday to Thursday, and from 8am to 3pm on Friday, all year round. The setting provides funded early education for two-, three- and four-year-old children.

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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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to children to find out about their time at the setting.

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Inspection activities

23 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

23 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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