Ferreira da Paz, Margarete

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

Children are confident to negotiate and socialise with others in their play. They openly share their resources and enjoy each other's company. They enthusiastically tell others about their ideas and make suggestions to extend their imaginations further. For example, children share turns with the screwdriver to fix the train track while their friends use the tape measure to measure its length. The childminder introduces the use of the additional resources to enhance children's confidence to extend their play.

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The provision is good

Children confidently meet their own personal needs. They make healthy choices at snack time, using guidance and tools supplied by the childminder to cut up their fruit themselves. This helps them to learn how to keep themselves safe. They know to wash their hands after toileting and before mealtimes, and follow instructions to dry their hands afterwards.

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The provision is good

Children who speak English as an additional language effectively use their preferred language to share their heritage, practise newly gained words and feel proud about their skills of talking in two languages. The childminder is very aware of how language is supported at home and works well with parents to introduce new words from home into the children's play.

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need to do better?

n Children develop strong friendships with other children who attend the childminder's setting. The childminder extends children's social experiences through local groups. She has a clear understanding of the need to develop children's confidence in larger groups, in readiness for starting school. n The childminder uses children's interests well to support children's language and speech development. She knows the children well and uses their experiences to encourage them to talk about their play with others. Children confidently use complex language to describe their play. The childminder introduces new vocabulary to encourage children to use words purposefully. For example, when joining the track together, she introduces the word 'connect'. Children use this word later in their play. However, the childminder does not always support children fully to extend their knowledge to think critically and solve problems.

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need to do better?

She gives children the answers without always asking children for their solutions to problems. n The childminder provides positive engagement and interaction with children to help support their concentration and focus. She knows children's interests and uses this knowledge well to plan experiences to extend their ideas. Children spend long periods of time with one activity, continuing to add resources to enhance their imaginations. However, the childminder does not always plan

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need to do better?

10 February 2025 activities fully successfully to effectively support children's next steps. For example, an activity that was intended to support children's relationships with other generations, instead resulted in children developing skills to follow instructions and complete creative activities, rather than the intended learning. n The childminder provides a wide range of experiences to promote children's confidence and support children's anxieties of past experiences. For example, children visit the dentist with the childminder's family to develop their confidence and reassure them about experiences they found difficult in the past. n The childminder has extremely positive relationships with parents. They work continuously together to provide and share information that promotes children's ongoing learning. For example, they share ideas and work consistently towards children's toilet training. They find ways that provide reassurance for children to

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need to do better?

make their next personal care milestone. n The childminder has a positive attitude towards developing her professional knowledge. She is eager to gain further information and use this to improve her practice and children's experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n extend support for all children to solve problems and think critically n use planned activities more effectively to fully support children's identified next steps.

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Setting details

Unique reference number EY457414 Local authority Oxfordshire Inspection number 10105785 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 30 April 2019

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Information about this early years setting

The childminder registered in 2013. She lives in Abingdon, Oxfordshire. She operates her childminding provision from Monday to Thursday, 8am until 5.30pm, all year round. She provides funded places for two-, three- and four-year-old children.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed interactions between the childminder and the parents and the impact this was having on the continuous care for children.

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Inspection activities

10 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.

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Inspection activities

10 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.

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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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