Dixon, Naomi Ann

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

The provision is good

Children are happy and settled with the nurturing childminder and her assistant. They understand the routines of the day and know what to expect, which helps them to feel secure. The childminder use children's interests well to engage them in play. For example, children play with a variety of vehicles, concentrating as they consider the size and colour of each model.

p.2

The provision is good

The childminder and her assistant are positive role models. For instance, they remain calm and talk through problems with children. They provide children with plenty of praise and encouragement, which effectively supports their self-esteem and confidence. Children are encouraged to say 'please' and 'thank you' when speaking to each other. They respond well to prompts, such as reminders to use 'kind hands' and share resources. This helps them to learn how to treat others and build friendships. Children behave well at this setting.

p.2

The provision is good

Children have a range of opportunities to explore their local community. The childminder plans activities, outside the home, to give children new social experiences. She organises regular toddler group sessions. They meet new children and develop confidence in different situations. Children also have access to a playground and large field at the end of the garden.

p.2

need to do better?

n The childminder's curriculum builds on what children already know, their interests and their personal experiences. She uses everyday experiences, such as watching and talking about heavy rain, to enhance children's understanding. A range of other activities, enrich learning opportunities that they may not get at home. The childminder seeks help and support in a timely way for children that need it. She completes regular assessments and identifies any potential gaps in children's learning. All children make good progress in their learning and development. n The childminder uses her knowledge of children to provide a variety of learning opportunities. Children enjoy playing with the resources the childminder has set out. They happily play with building blocks, dinosaur figures and cars. The childminder and her assistant encourage children to name the different vehicles they have and compare how big or small they are. However, the organisation of

p.2

need to do better?

the indoor learning environment does not fully support children to access resources of their own choice independently. n The childminder has made positive improvements to children's personal hygiene routines. She promotes their self-care skills well. Children now understand why they must wash their hands before eating, for instance. The childminder encourages healthy eating and oral health. Children enjoy healthy snacks and

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need to do better?

23 January 2025 the childminder explains which foods are good for them. She ensures that lunch boxes provided by parents are nutritious and she offers advice to parents if needed. Children learn about the importance of keeping their teeth clean. n Children learn to develop their independence skills well. They are learning to dress and feed themselves independently. Children help to tidy up, putting their toys away. They display good fine motor skills when moulding play dough and mark making. Children have many opportunities to develop their gross motor skills in the well-resourced garden by, for instance, balancing, climbing steps and using ride on toys. However, on occasion adult-led activities do not sustain children's interest and they become disengaged. n The childminder works well with parents to support children's progress. She shares information with parents through daily messages, learning scrapbooks

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need to do better?

and individual progress trackers. The childminder updates them regularly about children's learning and development. Parents comment on how happy and settled their children are and the strong attachments they have made with the childminder. n The childminder reflects on her practice to drive forward improvements in her setting. For example, she has reorganised the way she records children's progress. Since the last inspection, the childminder now works in collaboration with other settings children attend. She has completed training and researches information to keep her knowledge and skills up to date. In addition, she meets with other childminders and professionals to share ideas and good practice.

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 review the organisation of resources in the learning environment to increase the opportunities for children to explore and make their own choices in their play n further enhance the planning of adult-led activities to ensure children remain engaged and benefit from the learning opportunities offered.

p.3

Setting details

Unique reference number 133367 Local authority Oxfordshire Inspection number 10338933 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 5 Date of previous inspection 4 March 2024

p.4

Information about this early years setting

The childminder registered in 1991. She lives in Botley, Oxford. Her daughter works with her as an assistant. The childminder operates all year round, from 8am to 5.30pm, Monday to Friday. The childminder provides free funded early education for children aged two-, three- and four-years-old. She works with an assistant. The childminder holds a relevant level 3 qualification.

p.4

Inspection activities

n The childminder and the inspector completed a learning walk together around the areas of the childminder's home used for childminding. n The inspector talked to the childminder at convenient times during the inspection to discuss her practice. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises n The inspector and childminder discussed an activity and talked about how it supports children's learning. n The inspector observed the quality of teaching during activities indoors and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to the childminder's assistant and interacted with, the children.

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Inspection activities

23 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

23 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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