Papa, Rachel Louise

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides a warm, nurturing environment, where children feel safe, settled and eager to learn. This is reflected through her gentle interactions with children and how she listens to children's opinion and includes them in decision- making. Her approach fosters a strong sense of belonging and supports children's confidence and independence effectively, which is a key strength of the setting.

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The provision is good

The childminder is highly responsive to children's interests and plans a wide range of motivating activities that capture children's attention well. She weaves learning into everyday routines in a fun way. For instance, the childminder skilfully supported children to explore large blocks of ice with small animals frozen inside, during an activity planned to support children's mathematical understanding. She encouraged children to experiment with a range of tools to free the animals and estimate how long the ice would take to melt, by comparing the changing size and shape. This successfully supported children's understanding of mathematical concepts, such as time, quantity and problem-solving in a sensory and engaging way.

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The provision is good

The childminder promotes a calm and respectful atmosphere. She supports children to recognise and manage their emotions effectively. Children are confident and well mannered. They respond positively to routines and expectations, such as helping to tidy up or take turns. During an activity, one child proudly states 'great teamwork' as they persevered at an activity with a friend. The childminder used this opportunity well to reinforce concepts of helping each other, which supports children's understanding of positive social values.

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need to do better?

n The childminder is clear about the knowledge and skill she wants children to learn. She carefully organises activities so that children can revisit and embed learning over time. However, at times, some activities do not extend children's thinking or offer opportunities to explore concepts in greater depth. For example, during some adult-led tasks, children complete activities quickly as they are not sufficiently challenged. Despite this, all children make good gains in their learning, in readiness for the next stage of their education. n Children's communication and language development are supported well. The childminder regularly reads aloud to children using story times as an opportunity to introduce new vocabulary and model expressive language. She adapts her voice, uses props and encourages children to join in with repeated phrases and predictions. Children develop a love for music. They engage readily in daily

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need to do better?

singing sessions, where they dance along eagerly to popular songs and follow the actions with great determination.

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need to do better?

1 July 2025 n The childminder promotes children's personal development well, including their emotional development. She creates consistent and predictable daily routines, which help children understand what happens next. The childminder supports children's independence effectively, such as including them in preparation for lunchtime. Children show a good range of self care skills. They readily put on their own shoes, tidy away toys and wash their hands before lunch. n Children share their positive reviews of the setting. They list the wide range of activities they enjoy and highlight the good relationship with the childminder, who they fondly refer to as their friend. Children enjoy a rich range of opportunities that promotes an awareness of life in modern Britain. They learn about the world around them through visiting local parks or engaging in themed activities that supports their understanding of communities outside of their own.

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need to do better?

n The childminder is well organised and manages her setting effectively. She completes daily checks of the indoor and outdoor environment and reduces potential hazards. The childminder supervises children well. She is proactive and supports children's understanding of keeping themselves safe, through age- appropriate explanation of risks to match children's age and developmental stage. Children show a developing sense of responsibility and follow the setting rules well. n The childminder keeps up to date with training and uses professional development well to improve her practice. She evaluates the provision regularly and makes positive changes, such as adapting her curriculum based on children's interests and feedback from parents. n The childminder works in close partnership with parents to support early identification of children's needs. She maintains regular communication through daily conversations, online updates and progress checks. This collaborative

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need to do better?

approach ensures that children receive timely intervention and consistent support across the home and 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 strengthen the sequencing of the curriculum to ensure that children's learning builds progressively over time and provides stretch and challenge.

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Setting details

Unique reference number 2815709 Local authority Oxfordshire Inspection number 10405551 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024 and lives in Didcot, Oxfordshire. She operates all year round, 8am to 5pm, Monday to Thursday, including school holidays, except bank holidays and her own family holidays. The childminder provides government funded early education places for children aged from nine months up 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 Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the setting with the inspector through written testimonials.

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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

1 July 2025 1 July 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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