Hester, Jolandi

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

The childminder creates a warm and welcoming environment for children. She gathers information from parents when children first start to help them settle and meet their individual needs. She builds strong bonds with children and knows them well. As a result, children show they feel safe and secure as they seek out the childminder when they need comfort or reassurance. The childminder regularly rotates resources, which keeps learning fresh and holds children's engagement.

p.2

The provision is good

The childminder has high expectations for children's behaviour and development. She is a good role model, and children behave well. Children understand what is expected of them and show that they know and understand the routine. The childminder praises children for their achievements and is supporting them to understand how to share and take turns.

p.2

The provision is good

Children learn to be independent. For example, during snack time, children peel and cut their own bananas. In addition, they excitedly tidy away when they have finished activities and understand why they need to do this. Children manage their personal care needs well with guidance from the childminder. For example, they attend to their own toileting and wash their hands independently. This helps children to feel a sense of pride and achievement.

p.2

need to do better?

n The childminder creates a broad curriculum, which keeps children interested and motivated to learn. Regular observations and assessments of the children inform her learning environment. The childminder regularly evaluates her provision, which helps her to adapt and plan to meet the needs of the children. n The childminder plans activities that excite children and engage them. Activities are planned around weekly themes. For example, children explore a range of resources and sensory materials for a farm activity. The childminder talks to children about the names of baby animals and the role of the farmer. However, at times, the activity does not fully support the learning of the youngest children. As such, their learning is not always extended to the highest level. n Children learn how to keep themselves healthy. The childminder talks to the children about the benefits of eating fruit and vegetables. She provides children

p.2

need to do better?

with regular opportunities to be active. For example, children enthusiastically 'slither' like snakes and 'pounce' like tigers. The childminder takes the children to local parks and outdoor spaces where they can extend their physical skills. n The childminder introduces children to new words to extend their vocabulary. She repeats and adds to children's sentences to further develop their language skills. Children excitedly answer the childminder's questions and recall previous events. However, at times, quieter children do not always have the same

p.2

need to do better?

9 January 2025 opportunities to join in with discussions or time to answer questions. This does not fully support these children to develop their own thoughts and ideas. n Children learn to keep themselves safe and take appropriate risk. When using safety knives to cut bananas, the childminder reminds the children of the correct way to hold the knife and to keep themselves safe. Furthermore, when on outings, the childminder teaches the children how to be safe near the road and when they are near water. n The childminder promotes children's mathematical development well. She skilfully incorporates this area of learning into children's everyday activities. For example, children count and group animals together. They count their fingers on one hand and then the other. The childminder asks them what number they have if they add the two together, which children do successfully. This helps children to gain an understanding of simple mathematical concepts.

p.2

need to do better?

n Children gain a love of books and reading. They excitedly choose books to look at together and discuss what is happening in the pictures. The childminder links books to the theme of the week to help children gain a better understanding of what they are learning. n The childminder completes daily diaries for parents so they know what their children have been doing throughout the day. She provides information about the areas of learning that different activities promote. Parents appreciate the communication and support from the childminder, as well as the care she provides for their children. They comment on the variety of activities available for the children.

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 the planning of activities to consistently extend children's learning to the highest level, especially for the youngest children n enhance interaction to consistently include all children so they can share their ideas and be part of group conversations.

p.3

Setting details

Unique reference number EY340503 Local authority Oxfordshire Inspection number 10367440 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 8 Date of previous inspection 8 February 2019

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Thame, Oxfordshire. She operates from 7am to 6pm from Monday to Thursday, all year round. The childminder has a qualification in early years at level 3. The childminder offers funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 Children spoke with the inspector during the inspection. 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 The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

9 January 2025 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

9 January 2025 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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