Childminder in Oxfordshire

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

The childminder has established secure settling-in procedures that focus on the individual needs of the children. As a result, children are safe and happy in the childminder's home. She responds to them warmly, helping children to feel emotionally secure. Children are familiar with the daily routines and form close relationships with the childminder. They look to her for consolation and reassurance. For instance, the childminder comforts children when they are upset or hurt.

p.2

The provision is good

The childminder builds her curriculum around children's individual needs and interests. For instance, children play enthusiastically outside, using their imaginations as they play in the 'shop'. They ride trikes confidently, manoeuvring them around obstacles skilfully. The childminder plays alongside children and interacts positively with them. She gives children clear instructions and has rules in place to keep children safe. The childminder is a positive role model, who provides children with plenty of praise and encouragement. This supports their self-esteem and confidence well.

p.2

The provision is good

Children learn to develop confidence with their self-help skills. For example, the childminder encourages children to help tidy up, cut up their own fruit and to wash their hands before mealtimes. Children are developing strong foundations in their self-care skills and understanding of good hygiene routines.

p.2

need to do better?

n The childminder provides toys and resources that she knows children enjoy playing with. This helps children to settle and motivates them to play and learn. The childminder regularly reviews children's progress and identifies what they need to learn next. However, the organisation of the learning environment makes it difficult for children to access resources independently. This limits children's opportunities to make their own choices in their play. n Since the last inspection, the childminder has established partnerships with other settings that children attend. She promotes communication effectively and shares relevant information about the progress children are making. The childminder has professional conversations with other childminders and seeks advice from the local early year's adviser. As a result, she gains knowledge and new ideas, which helps to develop her practice further. n The childminder encourages children to be kind. Children begin to understand

p.2

need to do better?

that they should share toys and equipment, gradually developing an awareness of other children's needs. However, during minor conflicts and emotional outbursts, the childminder offers mixed messages or is unsuccessful in her approach. As a result, children are sometimes unable to manage their own

p.2

need to do better?

6 February 2025 frustrations and emotions consistently. n The childminder supports children's language and communication skills effectively. She sits with children as they play and talks to them about what they are doing. She builds on children's speech and language, helping them to extend their vocabulary. Young children communicate well and eagerly respond to simple questions and instructions. n Children develop an understanding of what contributes to good health. The childminder talks to them about how healthy foods help them to grow. She takes children to activity sessions with other childminders and their children. Children can play in the garden and have opportunities to visit various places of interest. For example, they walk in the woods, visit farms and local parks. This effectively promotes children's physical development and their understanding of the world. n The childminder ensures that children enjoy their learning and that it is relevant

p.2

need to do better?

to them. For instance, children concentrate as they carefully thread cereal onto a cord. This effectively supports their hand-eye coordination and fine motor skills. The childminder helps children develop their mathematical language as children count and talk excitedly about how many they have threaded and who has the 'most'. n The childminder has established very positive relationships with parents. They speak highly of the childminder and the good-quality care and education she provides. The childminder regularly shares information with parents about children's learning and development. For example, she uses daily communication and online messaging to keep parents updated. The childminder additionally provides home-learning packs for parents and a copy of her planning for the term. This helps parents to support children's learning at home.

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 develop strategies to support children to recognise and understand their emotions and manage their frustrations and behaviour.

p.3

Setting details

Unique reference number 133929 Local authority Oxfordshire Inspection number 10337075 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 3 Date of previous inspection 26 February 2024

p.4

Information about this early years setting

The childminder registered in 1992 and lives in Bicester. She operates Monday to Thursday, from 7am to 5.30pm. The childminder holds a relevant qualification at level 3. The childminder provides funded early education for two-, three- and four year-old children.

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 outside and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to and interacted with, the children.

p.4

Inspection activities

6 February 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.

p.4

Inspection activities

6 February 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6