Childminder 2738081

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

Children have a strong sense of belonging in the childminder's house. They have friendly relationships with the childminder, who knows the children extremely well. The childminder talks confidently about children's interests, character, experiences and how they like to learn. She prepares play experiences to further support children's confidence and determination to succeed.

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The provision is good

Children are constantly wanting to know more. The childminder uses her knowledge of what children know and provides additional information to stretch and challenge their play. Children show high levels of concentration and focus in their play because the childminder constantly adds further information to extend their ideas and interests. For example, when children build towers with connecting bricks, the childminder introduces bricks that are wider and thinner for children to work out how many they need in each tower to make it the same height.

p.2

The provision is good

Children develop confident independence skills through daily routines and clear explanations and support from the childminder. Children make decisions for themselves as to what to play with and where. The childminder helps children to manage their own needs. At lunchtime, children carefully open their own lunch packets using scissors. They confidently put on their own shoes to play outdoors.

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need to do better?

n Children are confident communicators. They express themselves throughout their play, using a range of complex vocabulary and descriptive language. They constantly commentate during their play to explain what they are doing and their ideas. Children incorporate words they learn from home. The childminder celebrates the words and phrases children use to enhance children's pride in their new vocabulary. For example, children exclaim, 'That's the beauty of it,' when they finish constructing a complex toy building with bricks. The childminder constantly uses open-ended questions to help children fully respond using gestures, expressions and their own words. n The childminder supports children's thinking through appropriate challenges for their stages of development. She questions their ideas, helping them to solve problems themselves. For example, when children build a train track, she gives them choices of track to use. The childminder discusses with children which

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need to do better?

direction the train will travel and how it connects to the end of the track. Children respond, using their understanding of mathematical concepts to solve the problem themselves. This includes placing the junction track piece to change the direction of the track, making it longer for the train to travel on. n The childminder understands how to support individual children's different areas of learning at the same time. For example, the childminder's prepared and

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need to do better?

29 August 2025 planned activity of tower building supports children's mathematical concepts, language development and negotiation skills. However, the childminder does not always have a clear knowledge of the sequencing of children's learning to help move children onto the next stage in their learning. For example, she is not aware of the need to support large-muscle development before introducing more precise movements to children's play. n Children learn to take responsibility for tidying up after their play. They gain respect for their resources and play environments. The childminder extends this further by explaining how tidying up helps children to stay safe and reduce the possibility of accidents. n Children know how to work with others, playing alongside and celebrating their play together. The childminder helps children to respect each other's ideas and space, but also helps them to use others' ideas in their own play. She

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need to do better?

understands the complexities of siblings' characters and the impact this has on behaviour. Children receive plenty of praise when they cooperate and negotiate. n The childminder works tirelessly with parents to provide a consistent approach to children's care and learning. However, the childminder does not fully promote continuity in children's learning when some children attend other early years settings. n The childminder has a positive attitude towards her own development and learning. She eagerly uses new knowledge to update documentation and information to support children's ongoing development and welfare.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop further knowledge of how children learn and the sequencing of development to support their ongoing learning n strengthen partnership working with other early years settings that children also attend to help promote continuity in their learning.

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Setting details

Unique reference number 2738081 Local authority Oxfordshire Inspection number 10407310 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in a village just outside Banbury, Oxfordshire. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

29 August 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

29 August 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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