Childminder EY485452

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 prioritises outdoor learning and plans daily outdoor activities, including visits to local playgroups, parks, and the childminder's allotment. Children have wonderful and exciting experiences in the childminder's garden. They dig in soil, sand and water. Children learn about the world around them as they plant various fruit and flowers and listen for sounds in the environment. The childminder uses an application on his mobile phone when the children visit local woods and playgrounds to record birdsong for them to learn to identify. Children are very curious, and the childminder encourages them to follow their own interests. Children are confident, independent, and well-prepared for their next stages in learning, including, when the time comes, for school.

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The provision is good

Children demonstrate a deep sense of belonging in this warm and homely environment. They form close bonds with their nurturing childminder, cuddling up to him for stories and enjoying their interactions. The childminder provides a home- from-home environment that places children's interests at the heart of his practice. He creates an exciting environment that is safe and stimulating for all children.

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The provision is good

Children are well behaved and understand the expectations of the setting. For example, the childminder teaches children to be kind to each other, take turns, and share toys. This means children are starting to learn how to build effective friendships.

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need to do better?

n The childminder supports children's health by providing various healthy snacks and reminding them to drink water regularly. Parents supply lunches for their children, and the childminder monitors that these are healthy options. The childminder encourages early independence, allowing children to feed themselves and take a drink, as needed. Children show confidence in their self- help skills, managing their toileting needs well and understanding why they need to wash their hands afterwards. n The childminder provides opportunities for children to build on their numeracy skills and practise colour recognition. For instance, as children explore a tray filled with different items, they excitedly develop their sensory awareness and curiosity. Children select coloured ladybird pictures with spots on and find the corresponding number. Furthermore, to better support children's counting skills, the childminder expands children's understanding of numbers. Children identify

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need to do better?

the smallest and largest ladybirds and count twigs which, represent candles on pretend birthday cakes they make in the sand. They smile with pride and content as they sing along to 'happy birthday.' This also promotes children's creative and expressive development.

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need to do better?

30 July 2025 n Overall, the childminder demonstrates effective teaching techniques. For example, he uses recall effectively to embed previous learning, as children explore number, shape, pattern, and colour. The childminder extends children's learning effectively as he skilfully weaves in mathematical language and counting into children's play. Children develop a love of books and songs. They snuggle up to listen to the story and show obvious interest in the pictures. However, routine singing and story times are not so well planned and delivered, in order that all children receive consistently rich learning. n Partnerships with parents are well established. Parents speak positively about the warm, safe, and stimulating environment the childminder provides for their children. They are particularly happy with the home-from-home environment he provides. Parents express appreciation for the high-quality care their children

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need to do better?

receive and highlight the effectiveness of communication with the childminder. Parents are well-informed and aware of ideas and strategies to support their children's learning at home. n The childminder attends training courses and researches information about childcare online. This helps to develop his knowledge of how to help children learn about how to regulate their own behaviour and how their behaviour impacts others. In addition to this, the childminder has completed a level three qualification in how to better support children with special educational needs and/or disabilities. This has improved his confidence and ability to offer specialised support and learning. n The childminder reflects on his teaching and the experiences he offers children. Recent changes in his garden enable children to engage more effectively in sand and soil play, supporting their imagination. Children have great fun transferring

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need to do better?

different mediums to mix and explore the effects. They discuss with the childminder that they are making cakes and decorating them with twigs and leaves.

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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 delivery of adult-led group sessions, such as story and singing, in order to ensure that these best meet the needs of the children attending.

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Setting details

Unique reference number EY485452 Local authority Oxfordshire Inspection number 10398457 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 23 October 2019

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Information about this early years setting

The childminder registered in 2015. He lives in Wallingford, Oxfordshire. The childminder offers care from Monday to Thursday, between 8am and 5.30pm, all year round. He has a recognised early years qualification at level 3. The childminder provides funded early education for children age nine months to four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how he ensures all areas are safe and suitable. n The childminder and the inspector discussed how the childminder organises his early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector and the childminder carried out a joint observation. n Parents shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

30 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

30 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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