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 develop affectionate and strong bonds with the kind-natured childminder. They affectionately hug and feel close to her, and she reciprocates with warmth and loving interactions. Children beam with delight, feeling emotionally secure in her company. There is an atmosphere filled with laughter, giggles and lots of fun.

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The provision is good

The childminder is highly experienced and capable. She has high expectations for children's behaviour and consistently promotes this through daily routines and sensitive reminders of rules. Children learn to be respectful and polite to others. For example, they excitedly wave at the refuse collectors through the window and say, 'thank you for taking our rubbish'. Children respond very well to the childminder's calm approach and quickly learn to regulate their emotions.

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The provision is good

There is a stimulating curriculum in place that sparks children's interests and inspires their curiosity. Children benefit from the rich range of experiences thoughtfully provided by the childminder. For instance, she organises an exciting outing to an old railway, especially for children intrigued by trains. Even the youngest are mesmerised by the steam trains and repeat relevant words modelled by the childminder, such as 'funnel' and 'steam'. In this way, children develop a good understanding of how trains have been modified over time.

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need to do better?

n The childminder's varied and carefully planned curriculum supports all children to make good progress from their starting points. She places a strong emphasis on developing children's knowledge and skills, in preparation for their eventual move to school. For example, children's vocabulary is continually expanding as they engage in play and hear new interesting words that are constantly narrated by the childminder. Children quickly learn to apply new words. In this way, they become confident and competent communicators. n The childminder makes an impressive use of the local community. She takes children to the library on the bus. Children show a deep love for books. They want to hear their favourite stories again and again. This is evident when they look through books independently and recall specific details by looking at the pictures. The childminder utilises every opportunity on visits to explore

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need to do better?

landmarks in the environment, such as a clock tower. Children show a keen interest and readily connect their previous experiences to new learning, for example, when the youngest see clocks in books and say, 'tick, tock'. This helps develop children's understanding of the world around them. n Early mathematical concepts are skilfully interwoven into children's explorations. For instance, they learn to complete complex puzzles. The childminder models mathematical language to guide them. Children begin to use positional

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need to do better?

12 March 2025 language, such as top, bottom and turn. The childminder encourages them to spot, name numbers and count objects in the environment. Children respond well to this and accurately count a small number of items. In addition, the childminder develops their awareness of shape and size, such as describing towers made with bricks as 'little' or 'big'. Children learn to apply mathematical language well while they play. n The childminder carefully considers children's interests as she plans for their learning. For example, children meticulously build train tracks and run a range of different sized trains on them. They begin to test out if these trains can fit through tunnels under the bridges. However, on occasion, the childminder is too quick to intervene and tell children what to do, particularly when they encounter a minor problem in their play. During these moments, children's thought processes are interrupted and they lose the opportunity to figure things out for

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need to do better?

themselves or follow a task through to the end. n Children keenly explore the learning environment and confidently select what they want to play with. They like to draw the childminder into their games. For instance, they pretend to go on an adventure when they push a buggy with dolls in around the house. The childminder enhances their imaginations further, as she talks about different things they can see on their 'walks'. This helps children learn to play cooperatively and expand their own play. n Parent partnership is trusted and effective. Parents state how the childminder is part of their extended family. Their children enjoy the wide variety of activities, especially the organised trips outdoors. The childminder regularly shares the progress their children make, and parents comment that their children's physical, personal, social and emotional development has grown tremendously. Parents work with her to support children's achievement of new skills, such as when

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need to do better?

children start toilet training. This helps to enhance children's continuity in their development.

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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 refine interactions with children to recognise the best opportunities to intervene in their play, without interrupting their thoughts and ideas.

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Setting details

Unique reference number 134135 Local authority Oxfordshire Inspection number 10375841 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 2 Date of previous inspection 7 May 2019

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Information about this early years setting

The childminder registered in 1992, and lives in Littlemore, Oxfordshire. She offers care from Monday to Thursday, between 8am and 5.30pm, term time only. The childminder is eligible to receive funding to provide free early education for children aged nine months to four 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 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 and the childminder carried out a joint observation of an activity. n Parents shared their written 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

12 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

12 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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