Ms Lynda Diane Blades

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 content and settled. The childminder offers lots of smiles, cuddles and encouraging words as children go about their day. Children confidently move around the childminder's home, showing they see the childminder's home as 'their place'. The childminder supervises children closely and ensures her home is secure and resources suitable. This further ensures children are safe. The childminder reminds children of the rules that are in place to keep them safe. Children are beginning to understand about acceptable behaviour. They behave typically for their age.

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The provision is good

The childminder knows the children she looks after well. She knows what children like and understands their personalities. She helps children enjoy their learning by using their interests to introduce them to new learning experiences. For example, she uses children's love of toy vehicles to encourage them to explore paints and begin to express themselves artistically. The childminder understands how important language development is to children's overall progress. She places a high priority on this aspect of learning in her interactions with children. She very effectively introduces children to new words and encouraging them to listen and respond to questions and comments. Children are developing well into confident communicators.

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need to do better?

n The childminder supports children's language development well. She routinely gives children new words to add to those they already know. For example when children say 'car' the childminder extends by talking about the colour, size and features. She does this in ways that is age-appropriate and does not overwhelm children with too much new information. As a result, children learn well from this, often later using the new words in their play. n The childminder regularly encourages children to look at books with her. Children show these routines are well embedded. They eagerly climb onto the childminder's lap and bring her books to read. The childminder makes sure these times are enjoyable for children which helps children develop a love of books. This in turn supports their early literacy development. n The childminder has broad aims for children's development. For some areas of learning she also plans clearly how she will build on what children already know

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need to do better?

and can do. For example, she plans how to support children's language and mathematical development. However, with some other areas of learning she relies more on the 'here and now', not always clearly planning what she wants children to learn next. This means that teaching is not consistently sharply focused on what children most need to learn. n The childminder meets children's care needs with gentleness and dignity. She

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need to do better?

26 February 2025 sings and talks quietly with children as she changes their nappies. She recognises when children are tired and gently settles them to sleep. She ensures they have regular snacks and drinks to help maintain their energy levels. She uses all these routines well to both meet children's care needs, and also build warm and trusting bonds. Children show secure levels of well-being. n The childminder swiftly, calmly and kindly intervenes when children struggle with their emotions or find it tricky to follow the simple rules, such as not to throw toys. However, the childminder does not plan how she will teach children the skills, words and strategies they need to begin to regulate their own behaviour. As a result, the need for the childminder to intervene persists. n The childminder understands the importance of physical exercise to children's good health. She knows that it is important for children to be active. She

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need to do better?

considers well how this can be the case each day, including on days when the weather may limit how much time children choose to spend outside. For example, she organises her home so children can use wheeled toys safely indoors. She encourages children to use their muscles and coordination to climb into their highchairs. n Parents speak warmly of the childminder. They recognise the progress their children make in her care, such as with their physical and communication skills. The childminder offers parents welcome support as they navigate children's developmental milestones. For example, she helps parents as they try and reduce dummy use in their children, to lessen any impact on children's developing speech.

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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 identify, and plan for, what children need to learn next, to strengthen further the delivery of the early years curriculum n support children more effectively to develop the skills and understanding they need to begin to manage their own emotions .

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Setting details

Unique reference number 133563 Local authority Oxfordshire Inspection number 10380273 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 3 Number of children on roll 4 Date of previous inspection 4 June 2019

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Information about this early years setting

The childminder registered in 1992 and lives in Banbury, Oxfordshire. She operates from Monday to Thursday between 8am and 6pm, all year round. 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

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

26 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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