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

All children are happy and confident in this home-from-home setting. The childminder has strong bonds with children and knows them well. She has high expectations for children's behaviour and development and is a good role model.

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The provision is good

The childminder is committed to helping children achieve their very best. There is a good balance between children's self-chosen play and planned activities, which successfully supports children to learn at their own pace. The childminder provides children with a high-quality, well-designed curriculum. Children benefit from many opportunities to support their communication and language skills. For example, during activities, the childminder provides a commentary, models good conversational skills and introduces new vocabulary. Her support for children's developing language skills is a key strength of the provision. For example, the childminder sensitively helps children with the pronunciation of words they find difficult, such as 'parachute.' Children regularly engage in singing, rhyme times and story times to build their confidence further.

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The provision is good

The childminder incorporates mathematics into all activities by encouraging mathematical language. For instance, the childminder counts with children at routine times, such as snack, and names two dimensional shapes, such as a 'pentagon', during their self-chosen play. Furthermore, children explore the concepts of 'heavy', 'light', 'empty' and 'full', as they fill containers with sand and water in the garden. This helps provide children with a secure foundation that will support their future learning.

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need to do better?

n The childminder demonstrates a genuine enjoyment of her work. She works hard to maintain quality and develop her own practice. The childminder takes time to seek out new knowledge through forums, webinars and face-to-face training. She is motivated to read, review and reflect on how to improve the service she provides. For example, the childminder has recently undertaken training focusing on children's learning post-COVID-19, especially focusing on communication and language, early mathematics, and personal, social and emotional development. This has had a positive impact on improving her practice and outcomes for children. n The childminder uses effective observation and assessment to regularly monitor what children have learned. She understands how children need to develop and uses this information well to determine what she wants them to learn next. The childminder shares this with parents, together with their next steps in learning.

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need to do better?

n Overall, the childminder organises her setting well. She provides consistently good care and ensures that children are kept safe. At times, the good support

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need to do better?

5 December 2024 for older children's learning is not extended as effectively to younger children. For example, the childminder does not adapt some activities to ensure that the youngest children can participate. As a result, their concentration is not always sustained, and they quickly lose interest. n Children begin to manage their own self-care needs well. For example, the childminder teaches children how to wash their hands ahead of mealtimes and put their shoes and coats on by themselves. This helps them to become more confident and independent. n Partnerships with parents are strong. The childminder promotes effective working partnerships with parents and others. Parents are unanimous in their very positive feedback, including around the quality of the service and the good progress their children make. The childminder works very successfully with other childcare providers when children share their care between two settings. She

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need to do better?

ensures a productive exchange of information to provide consistency for children's learning. n The childminder has high expectations for behaviour and reminds children of the rules and boundaries in the setting. Children respect the childminder and each other, and respond well to instructions. She remains calm and gentle, and speaks softly to children to encourage them to do the same. On the rare occasion when children forget to share the toys, the childminder calmly reminds children how to share and take turns n Children's good health is promoted very well. The childminder provides plenty of opportunities for children to learn about and understand the world they live in. For example, the childminder takes the children regularly to her allotment. Children are learning how to plant and grow fruit and vegetables. Children learn how to cook and eat the produce they have grown. As a result, children develop

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need to do better?

an understanding of the world around them and the community they live in.

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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 focus more precisely on supporting younger children so that activities and learning opportunities reflect their learning needs.

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Setting details

Unique reference number EY543881 Local authority Oxfordshire Inspection number 10372078 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 1 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Carterton, Oxfordshire. She operates from Monday to Friday, all year round. The childminder provides funded early education for children aged from nine months to four years.

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Inspection activities

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 the children at appropriate times during the inspection and took account of their views. n The childminder and the inspector carried out a joint observation. n The inspector looked at a sample of the documentation. This included evidence about suitability and qualification records.

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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

5 December 2024 5 December 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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