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 Good

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The provision is good

Children feel safe, happy and welcome in the childminder's home. By building warm and trusting relationships with the children the childminder ensures they feel comfortable to express their needs and opinions. Children know where resources are stored, and confidently ask for toys they would like to use. The childminder consistently reminds children of behavioural expectations. This helps children begin to learn to share, take turns and consider the needs of each other.

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The provision is good

Children show they are eager to learn. Overall, the childminder's encouraging manner helps maintain children's interest and see activities through to the end. For example, children enjoy listening to stories, snuggled up on the sofa with the childminder.

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The provision is good

The childminder wants children to start school with the skills and knowledge that equip them well for this move. She understands the importance of ensuring children have the words and confidence to make their needs known. Children develop their language skills well during back-and-forth conversations that the childminder initiates. The childminder is especially confident in planning for children's mathematical development. She accurately identifies what children already know about numbers and other mathematical concepts. She then plans focused learning experiences to extend their knowledge further.

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need to do better?

n Throughout the day the childminder builds children's vocabulary and understanding. She introduces new words to children, takes account of what they say and answers their questions clearly. Through this effective practice children develop their vocabulary and the confidence to express their opinions. The ways in which the childminder supports children's language development is a strength of her practice. n The childminder plans in lots of opportunities to help children develop their physical skills. This includes activities that help children build the small-muscle groups they need for later writing. Children enjoy threading beads and picking up and arranging small objects. n Children progress well with the childminder. The childminder has made use of professional development opportunities to develop her understanding of how to plan and sequence a curriculum of learning. However, she is more confident

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need to do better?

about planning for some areas of learning than others. Sometimes the childminder offers children activities that, although fun, do not have any specific learning intent. This impacts on the childminder's ability to focus her teaching clearly on what children most need to learn next. n Children show they enjoy learning and are remembering well much of what they

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need to do better?

14 February 2025 are taught. For example, children excited talk about what they have learned about Chinese New Year, explaining the dances they have learned about and some of the foods they have tried. This demonstrates the effectiveness of the childminder's teaching. n The childminder does not consistently check what children already know or have remembered before delivering learning experiences. This means that sometimes she assumes children know things that maybe they do not, which impacts on their understanding of what is being taught. For example, the childminder assumed a prior knowledge of rainbows when delivering an activity that looked at different colours. n The childminder meets children's emotional needs well. She is caring and kind and children show they trust her and enjoy her company. By building these warm relationships the childminder creates an environment where children are confident to 'have a go', safe in the knowledge the childminder is there to help if

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need to do better?

needed. For example, children persevere in bandaging a doll's arm, responding well to the encouragement offered by the childminder. n Parents speak warmly about the childminder. They are pleased with the progress their children make, especially in how their children have grown in confidence. The childminder uses these warm partnerships well to help parents continue children's learning at home. She keeps them well informed about their children's progress and gives suggestions for activities to continue children's learning. She also offers lots of guidance and support as parents and children navigate developmental milestones, such as toilet training and reducing the reliance on dummies.

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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 develop a deeper understanding of how to precisely plan for some areas of learning, to strengthen further the delivery of the early years curriculum n improve strategies for checking on what children already know and have remembered, so teaching can more closely focus on what children most need to learn next.

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Setting details

Unique reference number 134536 Local authority Oxfordshire Inspection number 10376115 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 17 May 2019

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Information about this early years setting

The childminder registered in 1999. She lives in Abingdon, Oxfordshire. The childminder offers care Monday, Wednesday, Thursday and Friday, 7.30am to 6pm, throughout the year.The childminder offers funded early education for children aged nine months and above.

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Inspection activities

n The childminder spoke with the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the impact on children's learning. n Parents shared their views and the inspector took these into account. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 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

14 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

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

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