Childminder EY550708

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

Children are very happy and content. They have close relationships with the childminder who has cared for them since they were very young. As a result, children are settled and feel safe and secure.

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The provision is good

Children are enthusiastic to explore and extend their learning. They are fascinated by new experiences such as water trays, jugs and brushes. Children focus for long periods of time. The childminder supports this well by introducing new ideas and additional tools.

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The provision is good

Children quickly settle into their play and explore both indoors and outdoors. The childminder uses her knowledge of their interests to plan for children's next steps in their development. She provides play experiences to help prepare children for changes in their lives. For example, they learn to care for babies through doll play and learn to play with others in preparation for moving on to pre-school.

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The provision is good

Children are kind and respectful to each other. They play alongside their friends and are starting to share their play with each other. The childminder acts as a very positive role model for the children, and she makes sure any assistants she works with also set a good example of how to behave. She shows children how to work together and say please and thank you. She helps children to be gentle and respectful of wildlife. For example, children are fascinated by ladybirds that land on their hand. The childminder uses her gentle voice to remind children to care for the ladybird and use gentle hands.

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need to do better?

n Children develop strong friendships through shared play with the childminder. They cooperate and show an awareness of each other's needs through shared lunch times. n The childminder sensitively and positively supports children's personal needs. She helps children who are toilet training to know when they need to use the bathroom, talking them through washing their hands afterwards. Children feel proud of their achievements, returning to their play with a big smile on their face. The childminder allows children to explore water play until they feel uncomfortable, then encourages children to get changed and feel more comfortable. The childminder reminds children to drink when playing outside, helping them to identify whose cup is theirs and their friends. n The childminder provides experiences for children in the local community. Children visit the library, learning to care for books and choose stories for

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need to do better?

themselves. This helps children gain a love of books and stories to enhance their imaginations and language development.

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need to do better?

24 July 2025 n The childminder knows the children extremely well. She knows how each child learns best and how to support children's learning through their preferred play. For example, she provides a range of vehicles for children both indoors and outdoors. She extends children's interest in vehicles and fascination with water play by introducing the idea of a car wash. Children immerse themselves in their play, exploring the water and washing the cars using different brushes. The childminder recognises how each child explores the play further, for example by lining the vehicles up. n The childminder constantly commentates throughout children's play. Children experience rich language to support their understanding and listening skills. Older children mirror this well, telling the childminder about their play. However, on some occasions, younger children's speech and vocabulary is not supported as effectively. For example, at times, the childminder does not use effective

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need to do better?

strategies to give young children time to respond to interactions and the confidence to reply using their own sounds. n The childminder forms a positive partnership with any assistants she works with. She actively shares her childcare knowledge and develops improved practice for children in her care. The childminder sources training through courses and forums for herself and any assistants. She links this knowledge with her understanding of each child's learning. She plans and provides exciting experiences to help children move on in their development. n The childminder has strong working relationships with parents and other settings that children attend. She uses information from parents effectively to adapt children's routines to support children's home lives. She works closely with parents to implement individual care plans for children such as nutrition, sleep and toileting. However, the childminder does not always share information with

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need to do better?

parents that successfully helps them continue their child's learning at home to ensure a shared approach to supporting children's development.

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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 enhance the support for younger children to build further on their early communication and language skills n provide a more consistent approach to children's ongoing learning through partnerships with parents.

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Setting details

Unique reference number EY550708 Local authority Oxfordshire Inspection number 10398647 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 6 Date of previous inspection 4 November 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Witney, in Oxfordshire. The childminder offers childcare Tuesday to Thursday throughout the year, from 8.00am until 5.30pm. She holds an early years qualification at level 4. The childminder works with an assistant, who holds a early years qualification at level 3.

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Inspection activities

n The childminder and inspector viewed the provision and discussed the safety and suitability of the premises. n Children communicated with the inspector during the inspection about what they liked to do with the childminder. n The inspector talked to the assistant at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the childminder, her assistant and children. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

24 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

24 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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