Humphrey, Sharon Mary

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 provides a welcoming environment where children feel happy, settled and at ease. Children form positive relationships with the childminder. The childminder encourages children to play together. She promotes children's awareness of behaviour expectations with each other. For instance, she reminds older children about how to treat younger children respectfully. In addition, the childminder encourages sharing and turn taking between children.

p.2

The provision is good

The childminder has a very secure understanding of children's learning. Overall, the childminder's support and interactions with children help promote their progress consistently. She understands the learning intentions of her activities effectively, and she uses observations and assessments to understand what to teach. For example, she extended teaching to develop some children's awareness of simple addition and subtraction after recognising they understood how to count in order. The childminder encouraged children to recognise that the number of grape pieces had changed when they cut them from halves into quarters.

p.2

The provision is good

Children engage enthusiastically in their play and activities. For instance, they are excited to talk about books they enjoy. Babies explore with confidence and take an interest in what is happening around them. Older children enjoy varied activities, including exploring dough and creating their own artwork. Children learn to concentrate and focus well during activities. As a result, children develop the skills and knowledge they need for the next stage of their learning.

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need to do better?

n The childminder identifies children's next steps in learning accurately. She provides teaching and activities to support these. For example, children take part in different activities and play experiences that support their understanding of mathematical concepts. These include counting songs that include simple adding and subtraction, along with activities to help children practise their developing skills. n The childminder recognises when children may have gaps in their learning. She provides support and activities to help children to catch up. For example, the childminder sings songs, reads books and repeats words back to children. This promotes all children's language skills securely. Occasionally, the childminder does not deepen children's knowledge and understanding further, such as explaining what more complex words mean. n Children of all ages happily explore the resources. The childminder provides

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need to do better?

teaching during activities that support children's learning and development well. For example, she encourages children to keep trying when they find it difficult to use a rolling pin to roll out dough. She gives guidance and support to help them

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need to do better?

17 December 2024 understand how to do this successfully. However, at times, she does not focus as well on children who are happy to play and explore by themselves to help build on their learning further. n The childminder promotes children's independence very effectively. Children make their own choices from easily accessible resources. This helps them to make decisions about their play and to use their own ideas. Children follow the daily routines very confidently. Older children collect cups and plates and hand these out to their friends ready for snack time. Children build on their small physical skills as they help to cut up fruit to eat. They learn about taking care of their bodies, such as brushing their teeth and eating healthily. n The childminder guides children's behaviour calmly. She provides children with appropriate reminders about expected behaviour, such as using good manners. The childminder gives children praise and encouragement, which promotes their

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need to do better?

self-esteem and confidence. She supports children's emotional well-being with consideration. For example, the childminder responds warmly to children and gives babies cuddles. n The childminder works closely with parents and makes links with other settings children attend to support a consistent approach to meeting children's needs. She communicates with parents effectively and provides ideas to support children's learning and development at home. Parents' feedback is highly complimentary about their children's experiences with the childminder and the progress they make. n The childminder has a strong commitment to developing her own skills and knowledge to help develop the quality of her setting. For instance, recent training helped her to reflect on children's learning outdoors and how to support this further. In addition, the childminder has completed training related to children with special educational needs and/or disabilities. This has increased her

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need to do better?

awareness of how to help children who may need additional support.

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 more support to help children deepen their knowledge and understanding further n enhance the support for those children who happily play by themselves to promote their engagement more in interactions and during activities.

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Setting details

Unique reference number 134829 Local authority Oxfordshire Inspection number 10372545 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 11 Date of previous inspection 25 April 2019

p.4

Information about this early years setting

The childminder was registered in 2000. She lives in Didcot, Oxfordshire. She provides childminding from 7am to 5pm, Monday to Friday, for most of the year. The childminder provides government funded places for childcare.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children and their activities and daily routines. n The childminder and the inspector held some discussions during the inspection. n The inspector reviewed a sample of documentation provided by the childminder. n Parents provided written feedback and the inspector took account of their views.

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Inspection activities

17 December 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

17 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

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