Childminder EY217357

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 builds warm relationships with children. Her gentle manner and encouraging words make children feel welcome. Children become increasingly confident to explore the resources on offer. They know the childminder is always nearby to offer support and encouragement if needed. The childminder uses routines effectively to help children understand what is expected of them. Children are helpful, and increasingly independent. They help to tidy up and know where to put their shoes when coming back inside from the garden. Children behave well and show they see the childminder as someone they can trust.

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The provision is good

The childminder assesses children's progress and identifies next steps for their learning. A strength of the childminder's practice is her support for children's language development. This includes for children who speak English as an additional language. She adapts her interactions to the age and stage of development of children. For example, when supporting younger children she focuses on modelling words that link to what they can see or what they are doing. She leaves appropriate gaps between what she says for children to think and repeat or respond. Children grow in confidence to try out new words and make their needs and views known.

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need to do better?

n The childminder accurately identifies if children may need some extra support with some aspects of their development. She then plans accordingly so that there is a focus on these areas of learning, to help children develop well. For example, the childminder identifies when she needs to focus on children's behaviour or language development. n Children develop a love of books. The childminder places a high priority on reading to children. Overall, she chooses books that are well matched to children's current levels of understanding. This helps children focus and enjoy these times. Children curl up with the childminder. They enjoy pointing to illustrations and repeating the words and phrases the childminder reads to them. This helps children's early literacy development, as well as supporting their speaking and listening skills. n The childminder plans a broad curriculum that covers the different areas of

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need to do better?

learning. However, she does not precisely plan what skills or knowledge she will teach next, in order to help children gain the overall skills she wants them to. This means that, although children learn well, teaching is not always clearly focused on what children would most benefit from learning next. n The childminder offers a highly inviting learning environment that promotes children's focus, perseverance and concentration well. These are all skills that children will find very useful when they start nursery or school. The childminder

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need to do better?

21 July 2025 carefully chooses resources that encourage exploration and can be used in lots of different ways. Children focus hard as they use resources to tip, pour and collect. They use simple wooden figures to create imaginary games. n The childminder promotes an interest in a healthy diet effectively. She uses mealtimes to talk to children about what they are eating, focusing on delivering positive messages around healthy choices. This helps build healthy habits in children. n Children's care needs are met very well. The childminder follows robust hygiene routines. She meets children's personal care needs with dignity, ensuring a suitable level of privacy for children. She also uses these times to help children prepare for beginning to be more independent in meeting their own care needs. For example, she talks them through step-by-step what she is doing, which helps children understand what they will soon begin to do for themselves.

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need to do better?

n The childminder keeps children safe. She supervises them closely and helps them manage risks for themselves, such as climbing steps. Although she supervises them around technology she has not considered the need to help young children prepare fully for the increasing role technology will play in their lives and how to recognise any potential risks that come from this. n Parents are full of praise for the childminder. They consider their children to be very safe and happy in her care. The childminder ensures they are informed about their children's progress and how they can further support learning at home. She ensures there is an effective two-way sharing of information about children's needs and development, so that there is continuity of routines for children. This further supports children's sense of belonging.

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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 understanding of how to precisely plan for some areas of learning, to improve further the delivery of the early years curriculum n provide children with age-appropriate opportunities to learn how to stay online and when using technology.

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Setting details

Unique reference number EY217357 Local authority Oxfordshire Inspection number 10398854 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 4 Date of previous inspection 12 November 2019

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Information about this early years setting

The childminder registered in 2002. She lives in Banbury, Oxfordshire. She offers care from 8.30am to 4.30pm, Monday to Wednesday, term time, and some weeks of the school holidays. The childminder offers funded early education for children aged nine months and above.

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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

21 July 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

21 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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