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

p.1

The provision is good

Children are confident and settled in the childminder's care. They have good relationships with the childminder who knows the children well. She provides a calm and effective routine for children to feel reassured and aware of what happens next during their day.

p.2

The provision is good

Children use the support from the childminder to develop independent skills. They listen to instructions as to how to put on their own shoes when they go outside and attempt to put on dressing-up clothes. They eagerly wash their hands after painting, showing their clean hands with pride afterwards. They make choices of where to play and what to play with. The childminder helps children to tidy up, supporting their respect for the toys and to develop a sense of belonging for their resources.

p.2

The provision is good

Children are curious, and they like to investigate and explore during their play. They use their imaginations well to act out routines from home, such as feeding and cuddling babies, as well as pouring drinks and sharing them for everyone. They experiment with some resources, using trial and error until they complete a task to their satisfaction. For example, fitting the train together and using the tools to unscrew the bolts.

p.2

The provision is good

Children experience a range of new situations outside the childminder's setting to help enhance their social skills. The childminder encourages children to develop new friendships with other local children at community groups. Children try new play experiences and develop their confidence to join in singing sessions. They visit the library to choose their own books and to enhance their existing love of stories.

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need to do better?

n The childminder is eager to continue her professional development and knowledge. She constantly keeps up to date with information through different support networks, such as the local authority and other childminders. She implements her knowledge successfully by observing children's play and recognising how her new found knowledge can support children's learning further. n The childminder talks constantly to children. Children with dual languages develop their confidence to communicate through the childminder's varied skills. She uses expressions, gestures and visual signs to help them to express their needs. Children thoroughly enjoy listening to stories. The childminder uses very expressive voices, pitch and tone to engage with children during songs and stories. She incorporates repetitive words to support their vocabulary. However, on some occasions, the childminder does not always give children time to absorb

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need to do better?

11 November 2024 the questions she has asked to enable them to answer for themselves. Some children have the confidence to repeat everything that is said but the childminder does not fully support their understanding of what was asked of them. n The childminder knows the children extremely well and provides challenges and stimulating activities according to each child's preference and stage of development. For example, some children show difficulty to focus and concentrate during child-initiated play. However, the childminder successfully uses her knowledge of children's interest to develop their focus and length of time spent with more adult-led activities. n Children learn to respect their friends and to develop cooperative play. The childminder reminds children to share and respect each other's play and space. The childminder introduces fair strategies to support the time children have to complete their play before others have a go. For example, when using bikes and

p.2

need to do better?

cars in the garden, the childminder introduces new scooters to children's play to enhance their physical skills. n The childminder provides a wealth of support and information for parents. The childminder uses drop off times to gain information about children's experiences at home to promote a consistent approach towards children's care and learning. The childminder supports parents understanding of child development. For example, she provides information relating to oral health, children's privacy of their bodies, as well as healthy eating. The childminder shares daily information about children's experiences and underpins this with references to developmental information and expectations. n The childminder understands how children's play changes in different environments and ensures that children's interests are embedded through child- initiated and adult-led play, both indoors and outdoors. For example, children

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need to do better?

extend their physical skills by working together to propel the cars forward in the garden.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n provide individual children with the specific support and encouragement they need to extend their speech and listening skills.

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Setting details

Unique reference number EY497281 Local authority Oxfordshire Inspection number 10364079 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 5 Date of previous inspection 23 January 2019

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Information about this early years setting

The childminder registered in 2016. She lives in Oxford in Oxfordshire. The childminder offers care from 8am to 5pm, Monday to Friday, all year round. The childminder provides funded places for two-, three-, and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

11 November 2024 11 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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