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

The childminder offers a warm and welcoming environment. This enables children to be relaxed and have a sense of belonging. The childminder understands that children thrive and learn best when they feel secure. She has created strong bonds with young children. For example, they seek reassurance when needed and enjoy her warm interactions with them. The childminder is a good role model. Children settle quickly and engage in the activities that are provided by the childminder or with resources that are available to them at their level. Children are well supported and encouraged to have a go independently.

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The provision is good

Children benefit from having access to a wide range of activities. They are confident and happy as they make free choices in their play. For example, young children who have just mastered their first steps, continue to build on this as they explore the environment cruising, while other children explore the building bricks on the floor, stacking them to make towers. Children develop a love of books. The childminder plans regular trips to the library. Children keenly find books for the childminder to read stories to them. She points to pictures and encourages children to make animal sounds and name animals. This also helps to promote children's listening and attention skills to a good level. The childminder introduces children to songs and rhymes. Young children engage and interact as they move their bodies back and forth and enjoy the anticipation of the next line, to, 'row, row, row your boat…' This further supports their communication and language, and physical

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need to do better?

n The childminder has a clear curriculum. She knows children well and plans activities to follow children's interests and what they need to learn next. The childminder gathers detailed information about children and their families from the start. She uses this, along with her own assessments of children's learning, to plan for the next steps in their development. Children make good progress from their starting points. n The childminder demonstrates an understanding of how high-quality teaching enhances children's learning and incorporates this into her practice. For example, she listens to children and responds to their needs and questions sensitively. However, on occasion, the childminder does not provide young children with enough time to think and respond with their own thoughts and ideas. This prevents children from fully exploring their own ideas and finding solutions to problems for themselves.

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need to do better?

n Partnerships with parents are highly successful. The childminder shares information about the children's progress and encourages parents to be involved in their child's learning. Parents report that their children enjoy attending and

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need to do better?

18 November 2024 feel very much at home with the childminder. n The childminder works closely with other settings that children attend. For example, she collaborates with a nearby pre-school and shares communication diaries. They work together to explore children's progress and identify the next steps in their education. This means that children consistently benefit from a shared approach to their learning. n Key-person relationships are very effective. Interactions are kind and gentle, and the childminder has warm, trusting relationships with children in her care. Older children who she cared for as young children, return to her after school and in the school holidays and continue to have strong, and caring relationships with the childminder. n Overall, children behave well because the childminder is attentive to their needs and supports their purposeful play very well. Occasionally, however, children

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need to do better?

have minor disagreements with their friends. At these times, the childminder responds quickly, but she does not always offer the best explanations to help children understand the impact of their behaviour and how they can resolve their conflicts. For example, there are occasions, when toddlers who are struggling to regulate their emotions, are given their dummy to diffuse the situation quickly. This means that sometimes children's engagement and enjoyment in learning is interrupted as they become overly frustrated. n The childminder is committed to enhancing her professional development. She understands the importance of this to improve her knowledge and practice. For example, she ensures she attends regular training, forums and webinars, as well as completing a range of online training. In addition, she buddies with a local childminder where they share practice. This helps to maintain and develop the

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need to do better?

childminder's practice and quality of teaching.

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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 review and develop the use of questioning skills to allow children time to think for themselves and respond n strengthen behaviour management strategies to help children regulate their own behaviour.

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Setting details

Unique reference number EY537756 Local authority Oxfordshire Inspection number 10368666 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 11 Date of previous inspection 29 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Bicester, Oxfordshire. She operates from Monday to Friday all year round. The childminder provides free early education for two- and three-year-old children. She holds a childcare qualification at level 3.The childminder holds a level 3 childcare qualification. She receives funding for the provision of free early education for children aged one, two and three years.

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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 inspector completed a learning walk with the childminder through all areas of the premises used by the children. n Parents shared their views through written feedback. The inspector took these views into account. n The inspector talked to the childminder and children at appropriate times during the inspection and took account of their views. n The childminder carried out a joint observation with the inspector.

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Inspection activities

18 November 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

18 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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