Brock, Deborah

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

The childminder creates a warm and welcoming environment where children are settled and happy. Toddlers clearly demonstrate strong bonds with the childminder and her assistant as they turn to them for cuddles and reassurance. Children have access to a stimulating selection of resources and confidently use them to build on their interests and skills.

p.2

The provision is good

Children are well behaved because the childminder and her assistant set clear and consistent boundaries. This helps children to understand the rules and to make good choices. Children are learning to share and take turns. When minor disagreements occur, the childminder quickly steps in to help resolve the situation. The childminder plays alongside children and interacts positively with them.

p.2

The provision is good

The childminder has planned a curriculum, which builds on children's interests and their stage of learning. She uses these alongside a range of activities to introduce new ideas and learning opportunities. Children show positive attitudes to developing their skills. For example, older children recall nursery rhymes and join in enthusiastically as they sing along. This helps them to develop enjoyment for learning. Toddlers explore their surroundings and make choices about their play. For example, toddlers are fascinated as they learn how to work cause and effect toys. Children show increasing independence and confidence.

p.2

need to do better?

n The childminder is experienced and has a good understanding of how children learn. She works closely with her assistant to monitor children's development. This helps them to identify and address any gaps in children's learning quickly and provide appropriate support. As a result, all children make good progress from their starting points. n Children display a strong interest in books. The childminder and her assistant read to them on numerous occasions throughout the day. Children freely choose books and show an interest in stories. The childminder and her assistant read using good intonation to keep children's attention. They ask questions about what they can see in the pictures and what they think might happen next. Older children are confident talkers who excitedly recall what happens next. n The childminder and her assistant, promote children's speech effectively. They model accurate speech by repeating children's words. For younger children, they

p.2

need to do better?

introduce new vocabulary during their play. The childminder uses well-timed questions to encourage older children to extend their sentences and explain their thinking. However, the childminder does not provide as many opportunities for children to freely access early mark making materials and practice writing skills during their play.

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need to do better?

13 March 2025 n The childminder promotes children's health and well-being well. Children have daily access to fresh air and exercise. For instance, they are encouraged to explore and be physically active when they play in the well-equipped garden. Even toddlers climb up and down steps to the slide. They negotiate obstacles and enjoy being outside. All children are resilient. For instance, if they fall, they get back up again with a smile. Children are encouraged to be more independent. For example, children learn to put on their own shoes and coats. n Parents are highly positive about the childminder. They appreciate the good care and the interesting experiences that the childminder provides for their children. The childminder shares information with parents on a regular basis. For example, she uses an online application and daily communications. The childminder works with parents to encourage children in their personal care and

p.2

need to do better?

self-help skills. She shares the activities that children enjoy and the next steps in their learning with parents. This effective communication helps parents to continue children's learning at home. n The childminder works collaboratively with her assistant. They evaluate the provision and strive to maintain good quality teaching and learning. The childminder values feedback from parents and children. She uses this information to effectively evaluate her practice and identify areas for improvement. As a result, the childminder has recognised that she needs to plan activities more precisely to provide more challenge for older children to extend their learning even further.

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 extend opportunities for older children to make marks and develop their writing skills n continue to build on the already good teaching so that older children are suitably challenged.

p.3

Setting details

Unique reference number EY546587 Local authority Oxfordshire Inspection number 10376135 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 12 Number of children on roll 11 Date of previous inspection 17 May 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in a village near Bicester, Oxfordshire. The childminder works with her husband who is a registered assistant. She offers full-time care on weekdays throughout the year. The childminder receives funding to provide free early education for children aged two and three years. She holds early year's professional status.

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

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Inspection activities

13 March 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

13 March 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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