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 are happy, confident and independent in the childminder's care. They separate from parents with ease and readily greet their friends with big smiles. The kind-natured childminder provides a safe and secure environment where children settle quickly. This is demonstrated when children competently move between the indoors and outdoors and choose what they want to do. The childminder is a good role model. He teaches children about sharing and being respectful towards others. Older children, in particular, show incredible manners. They say 'please', 'thank you' and 'excuse me' consistently when interacting with others. Younger children learn from them and follow suit. All children behave well and show a secure understanding of what is expected of them.

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The provision is good

In general, the childminder delivers a curriculum that is effective for children of all ages. He places a strong emphasis on providing children with opportunities they may not typically have. The childminder organises time for children to visit the local community, meet people from different walks of life and learn about the wider world. They visit parks and farms to broaden their experiences and learn first hand about things they are interested in. For example, they learn to feed the ducks with special food that is nutritious and safe for the environment. In this way, children's understanding of the world increases.

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need to do better?

n The childminder promotes communication and language. He holds back-and- forth conversations with children about a range of topics. Babies begin to babble and say some single words. The childminder models language and narrates what children are doing. This helps them hear a range of words that they can begin to apply. In this way, children learn to become competent communicators. n On the whole, the childminder demonstrates an understanding of the concepts he wants children to learn. He works in collaboration with other adults at the setting to plan children's next steps, based on their observations, interests and feedback from parents. However, when implementing the curriculum, the childminder does not always adapt and build on individual children's existing levels of development. Consequently, at times, children do not consistently reach their full potential. n Children happily play, explore and are active in the childminder's garden. They

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need to do better?

develop their gross motor skills as they go in and out of ride-on cars and sit on other wheeled toys. Children strengthen their small hand muscles using wet sand and moulds to make sandcastles. They carefully scoop up sand using tools and pour it into the moulds, before turning them upside down. The childminder encourages children to use a tapping technique to ensure the sandcastles come out whole. These types of activities, when practised regularly, help children

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need to do better?

31 March 2025 develop better hand control in preparation for early writing. n Promoting children's independence and developing their self-care skills is implemented during routine times of the day. Older children use the toilet independently and understand the importance of washing hands before mealtimes. Babies learn to feed themselves at snack times. All children independently choose and explore toys and books in the play room. They take great pride in completing tasks for themselves, which helps to prepare them well for the future. n Routines are consistent and familiar to children, which helps them know what to expect next. This supports children's sense of belonging. The childminder gently supports children with clear guidance about his expectations of behaviour. He teaches them to be kind and caring, as well as learning right from wrong. The childminder's praise helps children to develop confidence and self-worth.

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need to do better?

n The childminder and other adults working with him regularly share good practice and work closely together. Generally, the childminder's professional development is effective. For example, he completed a safer sleeping course, which has been beneficial for children. The childminder accesses mandatory training, such as safeguarding and paediatric first aid. However, the childminder is yet to focus on some gaps in his knowledge, such as to find out more about implementing and sequencing the curriculum more effectively. This leads to minor inconsistencies in the quality of education. n Parents are happy with the education and care their children receive. They are kept informed of children's achievements, verbally and on an online application. Parents comment on the great progress their children are making in their self- care, speech and social skills since starting at the setting.

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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 focus the implementation of the curriculum more sharply to build on individual children's knowledge and skills n target the professional development programme more precisely to enhance the quality of teaching.

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Setting details

Unique reference number EY467955 Local authority Oxfordshire Inspection number 10375824 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 12 Number of children on roll 6 Date of previous inspection 3 May 2019

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Information about this early years setting

The childminder registered in 2013. He lives in Langford Village, Bicester, Oxfordshire. The childminder offers care Monday to Thursday, from 8.30am until 5.30pm, all year round. He works with his wife, a registered childminder, and a maximum of four assistants at any one time. The childminder and one of his assistants hold an appropriate early years qualification at level 3. He is eligible to receive funding to provide early education for children aged nine months to four years.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development. n The inspector observed the interactions between the childminder and the children. n The inspector and the childminder carried out a joint observation of an outdoor activity. n Parents shared their verbal and 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

31 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

31 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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