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 calm and happy in the childminder's home. They develop strong, trusting relationships with the childminder, who is attentive to their needs. Children understand the routines of the day and the childminder's high expectations. They involve her in their play and enjoy her company. She gives clear guidance to support children's good behaviour. As a result, children listen and respond attentively when she speaks to them. The childminder provides children with plenty of praise and encouragement. This supports their behaviour, self-esteem and confidence effectively.

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The provision is good

The childminder uses her good knowledge of child development to help her to plan activities, which support children's learning. Younger children want to do things independently, expressing their own preferences and interests. For example, they choose to play with baby dolls, carefully changing nappies and giving them milk. Young children engage well in their chosen activities and are motivated and enthusiastic learners.

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The provision is good

Children benefit from a range of learning opportunities in the local area and community. They learn more about the wider world on outings to local parks and playgroups. They meet new children and develop confidence in different social situations. As a result, they are also developing an understanding and respect for those who are different from themselves.

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need to do better?

n The childminder considers children's interests when planning activities. She provides toys and resources that she knows they enjoy playing with. This helps children to settle well and motivates them to play and learn. The childminder identifies appropriate next steps for children and supports their progress in planned and spontaneous interactions. All children make good progress in their learning. n The childminder has a wide variety of books and uses these to promote children's literacy awareness. Children freely choose books to read and, as a result show a growing interest in books and stories. Communication and language are supported well by the childminder. She builds on children's speech and language skills by, for instance, using simple sentences and maintaining a narrative as they play. However, on occasion, she does not correct children's mispronunciation or model vocabulary accurately. For example, she refers to

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need to do better?

'brushing teeth' as 'washing teeth', which children copy. n Children have many opportunities to develop an understanding of early mathematical concepts. For instance, the childminder plans focused activities well to provide children with appropriate challenge. Young children thoroughly

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need to do better?

7 November 2024 enjoy matching and tracing numbers. They concentrate well and persevere when it becomes difficult. Children show pride in their achievements and are keen to do more. n The childminder provides opportunities that support children to lead a healthy lifestyle. In conjunction with parents, the childminder encourages children to eat healthy snacks and meals. Children follow effective hygiene routines and have daily access to fresh air and exercise. For example, younger children have lots of fun as they move around the garden, using magnifying glasses to find mini- beasts. n The childminder plans a variety of interesting physical and sensory activities. For instance, young children take time to scoop mud into buckets, which helps to develop their hand-eye coordination. Children are encouraged to be independent. For example, toddlers learn to negotiate stairs safely, put on their own shoes and use cutlery to feed themselves.

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need to do better?

n Parents appreciate the good care and interesting experiences that the childminder provides for their children. The childminder ensures that parents receive information about every aspect of their children's care and learning. For example, she uses daily communication and online messaging systems. The childminder works with parents to encourage children in their personal care and self-help skills. For instance, children learn to go to the toilet independently. n The childminder reflects on her practice effectively. She has professional conversations with the local authority advisers. The childminder has completed a range of online courses to improve her skills, such as to develop her understanding of allergies and a wider understanding of safeguarding concerns.

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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 ensure the correct language and pronunciation are modelled accurately, to fully support children's developing language skills.

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Setting details

Unique reference number EY270455 Local authority Oxfordshire Inspection number 10364034 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 3 Date of previous inspection 22 January 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Abingdon, in Oxfordshire. She operates all year round from 7am to 7pm from Monday to Friday, except for bank holidays and family holidays. The childminder offers free early education for children aged two, three years.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provision. 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 had on children's learning. n During the inspection, the inspector spoke to and interacted with, the children.

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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

7 November 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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