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

The childminder creates a purposeful learning environment, in which children feel safe and welcome. The well-embedded daily routines help children understand what is expected of them. Children know where to find resources and how to look after them. They learn what to do on arrival and before routine times, such as meal times or 'circle time'. The childminder's clear teaching about all of this has a very positive impact on children's behaviour, focus and concentration.

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The provision is good

The childminder is ambitious for all children. She understands what children are capable of and plans clearly what she wants children to learn during their time with her. She is especially focused on helping children acquire language. Many of the children she looks after speak more than one language at home, and some speak English as an additional language. The childminder uses her experience and expertise in this area to support children well to develop their skills in more than one language at a time. She always has a clear focus on ensuring children gain the skills they need in understanding and speaking English, to prepare them well for the next stage in their learning, including starting school. Under her guidance, children make very good progress with their communication skills.

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need to do better?

n The childminder understands that for children to remember long-term what they have been taught they need plenty of opportunities to practise what they learn. The childminder plans well to enable this to happen, making the same activities available to children regularly. Children learn to cut with scissors because they are shown how to do so and then can choose to practise this developing skill. Children remember how to sort shapes by colour or design, using familiar resources to try out their ideas as they do so. n Children develop a real love of books. The childminder makes a carefully chosen range of stories available to children. She chooses books that have a rhythm to them and inviting illustrations that help children learn how stories are structured and to talk about what they see. This strong practice leads to children who can confidently re-tell familiar stories. They develop a strong set of early literacy

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need to do better?

skills, in preparation for starting school. n The childminder makes accurate assessments about what children know and can do. She clearly identifies what children most need to learn next. However, she does not fully take this into account when planning specific activities and learning experiences. For example, the childminder has not fully considered how to structure her days so that, when needed, her teaching can focus on helping children develop their play and interpersonal skills. This means that for some children, although they enjoy and learn well from what is on offer, they have more limited opportunities to develop the skills that will benefit them the most.

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need to do better?

28 April 2025 n The well-organised learning environment promotes positive behaviour and also encourages children to make independent choices. The childminder teaches children very well how to handle resources with care and the importance of returning them to their designated place once they have finished using this. Children learn it is important to consider the needs of others, making sure resources are left ready for their peers to use later. Children learn well to be considerate and respectful. n The childminder plans a set of experiences that adds lots of breadth to children's knowledge. Children are taken out into the local community to meet other residents and find out about what they do. They meet people who help us, and learn about their important jobs. Children explore local wildlife, learning about plants, flowers and wildlife. They develop a strong understanding of their place in the community and the wider world.

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need to do better?

n The childminder forges effective and professional partnerships with parents. She uses these well to understand children's needs. She provides parents with regular feedback on their children's learning, enabling parents to further build on this at home.

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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 more consistently on what children most need to learn next when planning activities and routines.

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Setting details

Unique reference number EY489109 Local authority Oxfordshire Inspection number 10380629 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 9 Date of previous inspection 17 June 2019

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Information about this early years setting

The childminder registered in 2015 and lives in Oxford. The childminder cares for children 8am to 5.30pm, Monday to Friday, term time only. She holds a relevant level 4 qualification. The childminder works with a co-childminder and occasionally with assistants. The childminder offers funded early education to children.

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Inspection activities

n The childminder spoke with the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the impact on children's learning. n Parents shared their views and the inspector took these into account. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

28 April 2025 28 April 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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