Childminder in Oxfordshire

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Children's health and safety are not prioritised. The childminder does not ensure that the premises remain suitable. For example, parts of the home are blocked by hazards that would prevent children and the childminder from leaving safely in the event of an emergency.

p.2

The provision is inadequate

The childminder's procedures for risk assessment are weak, and this compromises children's health. For example, small toys that are not age appropriate for young babies on the floor. Additionally, hygiene processes, particularly nappy change routines, are not effective in ensuring the risk of cross-contamination is reduced.

p.2

The provision is inadequate

The quality of the education that children receive is poor. The childminder does not have a clear vision for what she wants children to learn. This does not support building on what children know and can do to provide the teaching they need to support the development of their next steps in learning. Children do not have access to activities and experiences that are interesting and engaging for them to learn. This has an impact on their behaviour and does not promote positive attitudes to learning.

p.2

The provision is inadequate

Despite this, children form strong bonds with the childminder. They enjoy many cuddles and seek comfort when upset. They enjoy showing the childminder the toys they are playing with. The childminder shows kindness and care towards the children and is gentle in her interactions with them.

p.2

need to do better?

n The childminder does not make sure that all requirements are continually met. As a result, she does not effectively promote children's safety and welfare. This impacts on children's abilities to learn in a safe and suitable environment. n The childminder does not provide an adequate curriculum that helps children to gain and secure skills that supports future learning. Children are not prepared for their next steps in education. Although the childminder can identify children's current learning and what they know and can do, she does not provide effective teaching to help children make good progress. For example, children play with the resources available but the childminder does not know what she would like children to learn from the activity or how it could build on their learning. She therefore does not consistently interact with them in a purposeful way during their play to help move them forward in their development.

p.2

need to do better?

n Children are not kept safe. Risk assessments are ineffective because the childminder does not identify potential risks or take action to minimise hazards. For example, at times there are many discarded toys on the floor that pose trip hazards and impact on young babies' ability to move safely when crawling or

p.2

need to do better?

24 January 2025 pulling to stand up. n The childminder does not make sure that she follows or models good hygiene practices. For example, she does not consistently wash her hands after changing children's nappies and does not support or encourage children to wash their hands. This increases the risk of cross-infection and does not protect children's health and safety. n Children learn about keeping safe during snack time. The childminder provides a healthy snack for the children. She sits with the children and models the behaviour she expects from them, to ensure they are safe while they eat. She gently reminds children to remain sitting while they are still eating. n Children learn about the world around them. The childminder frequently takes them to activities and groups where they make new friends. They have opportunities to meet new people and learn about the community they live in. They enjoy trips to local parks and toddler groups and develop their physical

p.2

need to do better?

skills at soft play centres where they can climb, run and balance. n Overall, children generally behave appropriately. However, the childminder does not consistently support them to identify and manage their emotions. For example, she does not support children effectively to learn to wait when they want a toy that has not been set out, this results in children becoming tearful and upset. n Children engage for short periods of time at their chosen play. They are quick to move on and engage in a new activity. They often wander looking for something they want to do. There is no clear purpose for the children to engage in and have the teaching and support fort he childminder. The lack of purpose impacts on the childminder ability to effectively engage children in meaningful play.

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

Due date

take all reasonable steps to make sure that the premises are suitable and to ensure the safety of children and adults in the event of a fire or other emergency 28/02/2025

p.3

Due date

24 January 2025 improve hygiene practices to minimise the spread of infection, with particular regard to nappy changing routines 28/02/2025

p.3

Due date

take action to improve risk assessment to ensure that all possible hazards to children are identified and minimised to keep them safe 28/02/2025

p.4

Due date

provide and implement a well-designed and stimulating curriculum that meets individual children's learning needs, focusing on what they need to learn next. 28/02/2025

p.4

Setting details

Unique reference number 2806371 Local authority Oxfordshire Inspection number 10377799 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2024 and lives in Brize Norton, Oxfordshire. She operates all year round generally from 7am to 6pm, Monday to Friday, except for family holidays. The childminder works with an assistant.

p.5

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

24 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

24 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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