Childminder EY555430

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 demonstrate that they feel happy and secure in the care of the kind and nurturing childminder. They form strong relationships with her and their peers. For example, young children squeal with delight as they hear their friends wake up from their sleep time and name them, excited they will join them in their play. Children follow a routine that meets their needs. The childminder is responsive to young children's changing behaviours and adapts plans. Consequently, children sleep and eat when they need. In turn, this helps to ensure that they are well rested and ready for learning. Children from a young age begin to develop confidence and high self-esteem. The childminder provides clear boundaries for children and has a consistent approach to promoting appropriate behaviour. Children receive an abundance of affection and praise for their efforts and achievements throughout the day, demonstrating they feel safe and secure.

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The provision is good

Children foster a love of stories and nursery rhymes. Young children are excited to join in with actions to rhymes. For example, they wind a bobbin up with their hands, and the childminder supports simple counting skills as children join in with the traditional rhyme 'Five Little Ducks'. Children readily choose their favourite books from the wide range on offer and cuddle up with the childminder for a story. The childminder is skilled at introducing new words to build on children's exposure to rich language opportunities, using repetition, modelling and sign language. This helps children to develop their comprehension skills and communicate their understanding of the stories they listen to from a young age.

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need to do better?

n The childminder completes a range of training and professional development and actively seeks to engage with other professionals. She identifies specific areas of her practice to develop her knowledge. This has a positive impact on the children in her care. n The childminder knows children well and has a clear picture of their learning and progress. She has started to develop her curriculum and to think about what she wants children to know and learn. However, this is not yet fully developed to ensure that children make the best possible progress in their development and to build the knowledge and skills they need for future learning. n Children's behaviour is good. The childminder is calm and nurturing and a good role model. She supports children to respect the environment and understand how to care for the toys. The childminder praises children's kind actions and words, which motivates them to act in a similar way again. The childminder

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need to do better?

praises children for their achievements, which boosts their confidence and self- esteem. n The childminder provides strong support for children with special educational

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need to do better?

16 September 2025 needs and/or disabilities and children who speak English as an additional language. The childminder uses effective strategies, such as signing and modelling speech, to enable children who speak English as an additional language to develop the skills they need to communicate confidently. Therefore, children settle, build relationships and engage positively with others. n Key-person relationships are very effective. Interactions are kind and gentle, and children build strong relationships with the nurturing childminder. n Partnerships with parents are strong. Parents leave glowing testimonials and appreciate the reassurance and support given by the childminder. The childminder keeps parents informed about their children's learning and progress. She works closely with them to identify their children's starting points and to share regular information about their children's learning. The childminder works

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need to do better?

closely with parents to discuss any emerging concerns and provides them with help and guidance where required. n Overall, the childminder considers the environment for children. However, she does not always consider the impact that background noise has on children's ability to concentrate during their learning. n The childminder places an importance on children learning about their community and the wider world around them. Children attend a regular toddler group, visit the local library and take regular walks in the surrounding areas, where they have the freedom to explore in their play and learning.

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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 develop the intentions of learning experiences so that children practise the skills they need for their future learning n reduce background noise levels in the play area so that children's concentration and engagement in activities are fully promoted.

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Setting details

Unique reference number EY555430 Local authority Oxfordshire Inspection number 10418046 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 27 May 2021

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Information about this early years setting

The childminder registered in 2018. She lives in Berinsfield, Oxfordshire. The childminder provides care from 7.30am to 6pm, Monday to Friday throughout the year, except for bank holidays and family holidays. The childminder provides funded early years education for children from the ages of nine months to four years.

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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 the curriculum. n Parents shared their views through written feedback. The inspector took these views into account. n The inspector talked to the childminder and the children at appropriate times during the inspection and took account of their views. n The inspector looked at a sample of the documentation. This included evidence of suitability and qualification records.

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Inspection activities

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 September 2025 16 September 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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