Webb, Natalie

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 provides a nurturing and inclusive home-from-home environment that places the children she cares for at the heart of everything she offers. Children build extremely close and positive relationships with the childminder. They feel safe and secure as they are encouraged to express their wants and needs, which the childminder listens and responds appropriately to. Parents say their children 'flourish and thrive' because of the relationship the childminder fosters right from the start.

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The provision is good

The childminder is ambitious about what she wants children to learn. She organises experiences and activities planned from children's interests and individual next steps in learning effectively. These are closely matched to each child's stage of development. The childminder has a clear vision in preparing children for the next steps in their education. This prioritises fostering children's independence, including using the toilet, and mastering zips and buttons and putting on and taking off their shoes and coats. Alongside this, she encourages children to develop an inclusive attitude that is respectful and values other cultures and beliefs in the community.

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The provision is good

The childminder supports children to develop communication and language extremely well. As she plays with children, she introduces vocabulary and repeats back words to support language development and understanding. Children show confidence chatting to her and each other. As a result, all children, including those who are learning English as an additional language, make sustained progress.

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need to do better?

n The childminder supports mathematical development effectively. Children are encouraged to learn numbers, colours and vocabulary including 'more' or 'less' as they sort cubes onto coloured plates. Children show their understanding and help others when they notice they have made a mistake, supporting other children to move a block to the matching plate. n Physical development is supported successfully. Children have regular access to the childminder's garden and trips to the local park. Children develop strength and coordination in their hands through planned activities such as using tweezers to move items from a jar to a plate or threading beads. Children show high levels perseverance as they concentrate on the task. Once children are confident on a balance bike, the childminder plans opportunities to encourage them to progress to trying pedalling. n The childminder is clearly focused on her goals for preparing children for school

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need to do better?

or pre-school. This includes developing children's confidence in expressing their needs and feelings, speaking in sentences, having fine motor dexterity and being independent in care routines. However, she has not developed consistent

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need to do better?

16 July 2025 arrangements for sharing information with settings that children are moving on to. This does not fully support children to experience a consistent approach. n The childminder encourages children to develop socially and play with other children kindly. Her nurturing and calm approach helps children to learn about being considerate towards each other. Older children are encouraged to allow younger children to join in with their play because she provides regular reminders, which children respond positively to. Children are beginning to develop a sense of right and wrong. n Familiar routines in the setting support children to develop independence. Children listen carefully and respond enthusiastically to the childminder's suggestion to tidy up toys before they get others out. Children are delighted and have beaming smiles when the childminder praises them for helping. n The childminder recognises that children access technology at home. To build on

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need to do better?

this, she guides children in imaginative play following narratives from their favourite screen characters, providing further development for language and creativity. n Partnership with parents is a strength. The childminder offers a flexible approach to each family. This starts with an extended settling-in period that prioritises children's well-being. Children's next steps in learning are shared and story sacks created to develop an interest in books. However, the childminder has not fully developed a more personalised approach to helping parents support individual children's next steps at home to build further on their learning. n The childminder evaluates her setting. She identifies strengths and weaknesses and actively participates in networking opportunities with other childminders. She uses these opportunities to keep up to date with changes in guidance and share ideas to improve and develop her setting to further benefit children.

p.3

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.

p.3

should:

n strengthen support for parents to continue their child's learning at home n develop the arrangements to work in partnership with other settings that children are moving on to, to provide an approach that supports children's smooth transitions.

p.3

Setting details

Unique reference number EY546360 Local authority Oxfordshire Inspection number 10394435 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 4 September 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Oxford. She operates from Monday to Friday, from 7am to 6pm, all year round.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector discussed an activity with the childminder. Throughout the inspection, the inspector spoke with the childminder and the children at suitable times. n The inspector reviewed required documentation, such as first-aid training certificates and evidence of the suitability of the childminder and household members. n The views of parents were obtained through written feedback.

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Inspection activities

16 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

16 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

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