Peterson, Sarah

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 independent in their play. They have a strong sense of belonging. For example, the childminder provides a safe environment where children feel safe and secure. She gives children free access to resources to choose from to extend their interests and play. The childminder's positive interactions help children to remain focused and concentrate well.

p.2

The provision is good

Children are inquisitive and interested in their learning. The childminder encourages children to ask questions and to be curious to help support their ongoing learning. The childminder introduces further ideas and resources to help children to think and solve problems. Children want to know more.

p.2

The provision is good

The childminder successfully supports children to learn to manage their own needs. They ask if they can wash their hands after they are gluey from activities. The childminder gives them opportunities to manage this themselves under her watchful eye. Later on, when children ask to use the bathroom, the childminder reminds them of what to do. Children are very proud to show her their hands when they return and inform her that they washed them afterwards.

p.2

The provision is good

Children play cooperatively. Younger children have high levels of support from the childminder to help them understand about sharing her time with their friends. She extends this to support turn-taking in their play. Older children help their friends to share their play, joining in at story times and role playing together.

p.2

need to do better?

n Children make strong relationships with their friends, helped by the childminder's positive interactions and engagement in their play. Children have confident social skills, showing a respect towards others. For example, they wait until others have finished speaking before they speak. They remind others to use 'kind hands' in their play and explain when play becomes rough and how it makes them feel. The childminder is a very positive role model, helping children to build relationships and friends for the future. n The childminder provides a well-balanced curriculum that supports children's next steps in their development effectively. For example, all the children join in an activity to decorate their Christmas cards for their parents. The childminder generally adapts her interactions with each child to meet their needs. For example, she adjusts her focus to support different aspects of their individual

p.2

need to do better?

learning, such as their small-muscle strength, coordination and imagination. The childminder plans and provides children with a range of experiences, both indoors and outdoors. Children enthusiastically recall and share their experiences of watching frogs grow from tadpoles and how they changed.

p.2

need to do better?

13 December 2024 n Older children learn to express themselves confidently using complex vocabulary. For example, the childminder uses words such as 'vertical' when explaining how to cut the grapes for safe eating, which helps children learn new language. Younger children confidently use noises in their play, expressions and gestures. However, at times, the childminder does not support younger children's speaking skills and confidence as successfully as she does for those who are older. For example, she does not always adapt how she talks to younger children to make sure they understand her questions or give them enough time to absorb what is being asked of them. n The childminder introduces simple mathematical concepts into children's play and everyday routines. She encourages children to work out how many of their friends are at snack time and how many plates they need for their snacks. Children confidently count to four, pointing to each child. They then collect four

p.2

need to do better?

plates for snack time. n The childminder works effectively with parents to promote continuity for children's learning and care. She shares children's achievements and play experiences so that they are fully aware of their progress. The childminder regularly provides information for parents as to how they can support their children's learning at home. n The childminder has a positive attitude towards her professional development. She attends regular training to keep her knowledge up to date. She develops effective support networks to use and share information and practice to continuously improve her services for children and their families. n The childminder helps children to appreciate each other's achievements. Children share their finished Christmas creations with each other. They value and recognise how each child has explored their imagination decorating their trees using their choices of sparkles, glitter and pom-poms.

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 strengthen skills in supporting younger children's communication development.

p.3

Setting details

Unique reference number 133811 Local authority Oxfordshire Inspection number 10368071 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 7 March 2019

p.4

Information about this early years setting

The childminder registered in 1998. She lives in Cholsey, near Wallingford, Oxfordshire. The childminder operates from Monday to Friday, 8am to 5pm, all year round. She offers funded places for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the delivery of her curriculum. n Children told the inspector about their friends and what they like to do when they are at the childminder's home. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. 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.

p.4

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.

p.4

Inspection activities

13 December 2024 13 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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