Childminder in Oxfordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding 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 welcoming and home-like environment, where children feel comfortable and valued. They thoroughly enjoy their time at the childminder's, benefiting from her kind, caring and nurturing approach. Children confidently wave goodbye to their parents. They excitedly greet their friends and eagerly engage in a creative glue activity. Children feel safe and secure. They move independently around the childminder's home and choose activities that spark their curiosity.

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The provision is good

The childminder excels in supporting children's communication and language development. She thoughtfully introduces new vocabulary during play, helping children learn and understand words. For example, while exploring play dough, children enthusiastically repeat words, such as 'forest' and 'frog'. They develop a rich vocabulary and confidently use language to express their thoughts and ideas.

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The provision is good

The childminder has a good ability to spark children's imaginations and makes learning both engaging and enjoyable. She consistently fosters a culture of respect. The childminder skillfully models positive interactions and gently reminds children to ask their friends for a turn and wait patiently. As a result, children's behaviour is exemplary. They show genuine respect for the childminder and, in turn, receive the same level of respect from her. They actively listen, demonstrate kindness and consistently use impressive manners.

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need to do better?

n The childminder creates an age-appropriate curriculum that provides children with the knowledge and skills they need for future education. Her main focus is to teach children good communication skills, good manners and a sense of confidence. The childminder is highly skilled at responding to each child's interests and needs in the moment. For example, she expertly challenges older children to find numbers within sensory materials, while also encouraging younger children to explore textures through hands-on play. Children make excellent progress in their learning. n Children are exceptionally well supported in developing their independence and resilience skills. For example, children consistently help one another and assist the childminder to gather what they need for self-care routines. This helps children learn a sense of responsibility and teamwork. The childminder's consistent encouragement and positive praise help children build high self-

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need to do better?

esteem. For instance, she warmly celebrates their perseverance as they work to pull up their trousers after using the potty. This reinforces their confidence and determination. n The childminder promotes children's individuality. She offers some lovely opportunities for children to learn about themselves. For example, children take

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need to do better?

27 February 2025 pride in showing pictures of their families and joyfully share what they enjoy doing together. However, the childminder does not consistently provide children with a rich set of experiences that expand their understanding of people from around the wider world. n The childminder provides a wonderful variety of opportunities to inspire children to love books and reading. Each week, she takes them to the local library, allowing them to choose a book to bring home and share with their families. Children are captivated by storytelling. They independently select familiar books and eagerly anticipate what will happen next. They delight in the childminder's retelling of their favourite stories. This encourages children to recognise familiar phrases and supports the development of strong early literacy skills. n The childminder understands the importance of working with other professionals to support children's development, including children with special educational

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need to do better?

needs and/or disabilities. This helps to create a detailed plan to support children's learning. For example, she thoughtfully plans targeted activities that support children's listening skills. All children progress well from their starting points. n Parents appreciate the childminder's warm and nurturing approach. They say that this supports their children's personal development. Parents value the time the childminder takes to get to know both their children and families. They deeply appreciate the personalised support she offers. Parents highlight their children's significant progress, particularly in language and social skills. However, the processes for sharing information with other settings that children attend are not effective. This means that children attending multiple settings may not always benefit from a consistent approach across all areas of their learning.

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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 provide children with a rich set of experiences that supports them to have a deeper understanding of families, people and communities beyond their own n develop links with other professionals and share information to provide consistency for children who attend more than one setting.

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Setting details

Unique reference number EY381854 Local authority Oxfordshire Inspection number 10376283 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 4 Number of children on roll 6 Date of previous inspection 23 May 2019

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Information about this early years setting

The childminder registered in 2008. She lives in Long Wittenham, near Abingdon, Oxfordshire. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides government funded places for children aged from nine months up to three years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

27 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

27 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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