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 experienced childminder has a gentle manner with children that helps them to feel safe and secure in her care. Through engaging activities and gentle reminders, the childminder fosters a sense of responsibility and respect among children, adding to their feeling of security. Children are happy and clearly enjoy the time they spend in her care. They are eager to play, motivated to learn and behave well. The childminder provides a broad range of play activities that reflect children's interests and are overall tailored to their individual needs. Children make good progress from their starting points.

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The provision is good

The childminder plans daily activities that provide children with fresh air, exercise and outdoor enjoyment. For example, babies explore a range of bricks at the low- level tray which supports their developing balance and walking skills. Older children explore compost and mud with trowels as they learn how to plant the tomato plants. The childminder skilfully supports their learning as she reminds them how to care for the plants. They gently break the roots and know they need to water them regularly to grow. Children are proud of their achievements and are keen to show the inspector their new potatoes, growing on the nearby allotment.

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need to do better?

n The dedicated childminder demonstrates a secure understanding of how children learn and develop. She strives to deliver high quality care and education to children at all times. The childminder is keen to continue with her professional development and attends a range of training and network meetings to ensure her knowledge and skills continue to improve. Her professional development is precisely focused on helping children to make even more progress. For instance, recent training on communication and language enables the childminder to identify children who may need further support in these skills. n Overall, the childminder plans exciting activities based on the children's current interests and their next stages of learning. She knows where children are in their learning. However, on occasions she does not always provide consistently high levels of support to extend their learning. This is because the childminder does

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need to do better?

not always focus specifically on what she wants children to learn next. For example, whilst children are happy and engaged in learning, the precise learning intentions for specific children are broad because they are not focused on what children need to learn next. n The childminder is very consistent in her expectations around behaviour. She understands how important this is for children's sense of security and for them to develop a clear understanding of why simple rules are in place. The childminder encourages children to consider how their behaviour affects others. She teaches older children responsibility, patience and tenderness towards

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need to do better?

15 May 2025 younger ones during play. She frequently praises children and models kindness and respect, fostering a calm, harmonious learning environment. n The childminder supports children to develop valuable self-care skills. For example, children learn to put on their shoes and wash their hands. In addition, the childminder encourages children to become confident to make choices about what to play with and learn to feed themselves. For instance, at snack time children fetch the stool in the kitchen and independently chop their banana for them to eat. n Partnerships with parents are strong. The childminder takes the time to gather relevant information about the children's care and routines. She communicates with parents about their child's progress, including what activities the children enjoy and their next steps in learning. This ensures that parents are well informed and can support their child's development at home effectively.

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need to do better?

n The childminder works well with the local preschool where some children attend. She has worked hard to secure these partnerships, sharing a range of information in regard to the children and their development. However, she has not developed as effective partnerships with all other settings that children attend. This leads to some inconsistencies in sharing information for some children. n The childminder places an importance on children learning about their community and the wider world around them. Children attend regular toddler groups and enjoy visits to a range of interesting places in the surrounding area. For example, children take the bus into the city to visit the dinosaur museum.

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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 precisely on what children need to learn next to extend their learning further n develop partnerships with all other settings that children attend to promote consistency and to share relevant information for all children.

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Setting details

Unique reference number 133976 Local authority Oxfordshire Inspection number 10380840 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 5 Date of previous inspection 26 June 2019

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Information about this early years setting

The childminder registered in 1993. She lives in a rural setting, near Kidlington, in Oxfordshire. The childminder holds a relevant qualification at level 3. She offers care all day from Monday to Thursday, all year round. The setting provides funded early education for two-year-old and three-year-old children.

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Inspection activities

n The inspector completed a learning walk with the childminder, through all areas of the premises used by the children. n Parents shared their views through written feedback. The inspector took these views into account. n The inspector talked to the childminder at appropriate times during the inspection and took account of their views. n The inspector looked at a sample of the documentation. This included evidence about suitability and qualification records.

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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

15 May 2025 15 May 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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