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 and secure in the childminder's warm and welcoming home. They settle quickly and form positive attachments to the childminder. The childminder swiftly and sensitively responds to children's individual needs, for example when toddlers hold up their arms for a cuddle. She offers the children encouragement and celebrates their achievements. Children from a young age begin to develop confidence and high self-esteem.

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The provision is good

The childminder has strong bonds with the children. She has high expectations for children's behaviour and is an effective role model. The childminder is polite and respectful, which the children learn to replicate in their own interactions with each other. For example, they take turns and share resources. Children build good relationships with their friends. For instance, they happily sing songs and enjoy dancing together.

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The provision is good

The childminder carefully considers the activities and experiences that she provides for children. Children explore activities with enthusiasm and curiosity, and they use their imaginations as they play. For instance, they create their own dentist surgery and explore the equipment they can use. Children play with model teeth, cleaning them and putting braces on them. They use toothbrushes and talk about their own trips to the dentist.

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need to do better?

n The childminder plans activities to help all children make progress in their development. For instance, the childminder has sought professional advice to ensure she can address the needs of children with special educational needs and/or disabilities (SEND). She accesses regular training to update her skills and knowledge and further extend her professional development. The childminder also understands the importance of ensuring that any assistants working with her have the required knowledge and skills to undertake their role. n Partnerships with parents are strong. Parents' written comments are extremely complimentary about the quality of care and learning at the setting. The childminder ensures that parents receive information about every aspect of their children's care and learning. For example, she uses daily communication and online messaging to keep parents updated. Parents of children with SEND praise

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need to do better?

the way the childminder meets their child's individual needs. n The childminder provides daily opportunities for physical development. Children build their coordination and rhythm through dance and music sessions. They move confidently and freely around the home as they select resources that interest them. Younger children enjoy developing their gross motor skills, for instance as they navigate obstacles safely. Children enjoy trips with the

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need to do better?

20 March 2025 childminder to local parks, ensuring that they have lots of physical exercise and fresh air. n The childminder plans various activities that focus on strengthening children's small muscles, particularly those needed for later writing skills. Children persevere as they carefully thread string through cards and push cereal onto spaghetti strands. They proudly describe the result as a 'space hedgehog'. However, the childminder does not provide as many opportunities for children to freely access early mark-making materials to enable children to practise their mark-making skills. n The childminder promotes children's communication skills well. She provides a commentary as children play and reinforces new vocabulary. For instance, while reading 'The Very Hungry Caterpillar', the childminder talks about the different types of food the caterpillar eats. The children repeat these words as they enthusiastically post pictures of the various foods into the caterpillar's mouth.

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need to do better?

n Children learn to be independent in preparation for school. For example, they help to tidy away their toys. The childminder supports children to manage their personal care routines, such as to wash their hands before eating and to understand why this is important. Children learn how to recognise risks and keep themselves safe. For instance, the childminder uses opportunities on outings to teach children about road safety. n The childminder evaluates her provision thoughtfully. She strives to maintain good-quality teaching and learning. The childminder meets with other childminders to share good ideas to improve children's learning. She values feedback from parents and children and uses this information to identify areas for improvement. This is an improvement since the previous inspection.

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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 extend opportunities for children to make marks and develop their writing skills.

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Setting details

Unique reference number EY384955 Local authority Oxfordshire Inspection number 10380652 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 18 June 2019

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Information about this early years setting

The childminder registered in 2008 and lives in Thame, Oxfordshire. She offers full- time care on weekdays throughout the year. The childminder works with her husband, who is a registered assistant. She receives funding to provide free early education for children aged two and three years. The childminder holds a relevant childcare qualification at level 3.

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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

20 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

20 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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