Oxenford Susan

Oxenford Susan

Unique reference number (URN): 222602 Address: 1 Cheyney Close, Steeple Morden, ROYSTON, Hertfordshire, SG8 0LT Type: Childminder Registered with Ofsted: 07/05/1996 Registers: EYR, CCR, VCR Registered person: Oxenford, Susan

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children learn the vital skills they need in preparation for the school environment. This includes becoming independent with personal care routines, such as using the toilet, washing their own hands and feeding themselves. Additionally, children learn further skills, such as changing their clothes in preparation for physical education lessons at school and gaining the correct pencil grip and high levels of attention and engagement that further support their readiness for school.

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Achievement Strong standard

Children who face barriers to their learning benefit from effective processes that enable them to learn and achieve well. For example, support from other professionals is gained to ensure that any gaps in children's learning are reduced quickly and effectively. They gain confidence within the setting and benefit from different experiences that help them to develop their confidence, speech and language in a range of environments. This helps children to prepare for the transition into their next setting.

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Achievement Strong standard

Children demonstrate their love of reading as they excitedly choose a story for the childminder to read. They snuggle up with the childminder on the sofa and listen carefully as she reads their favourite stories. Children recall key phrases, talk in depth about the pictures, developing comprehension, and repeat new words that the childminder introduces. Children's love of reading is supported to a very high standard.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children. She expresses this through her curriculum and the aims she sets for children to achieve. For example, young toddlers are expected to use good manners, and this is supported by offering children a range of ways to communicate. The childminder teaches simple Makaton, where children learn to sign 'thank you'. When children are not confident to speak, they use the sign 'thank you' instead, allowing those children facing barriers to their learning to join in and be part of a group.

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Behaviour, attitudes and establishing routines Strong standard

The childminder implements her expectations in the setting through gentle reminders and conversations with children. For example, during song time, the childminder hands out props that support children's good engagement. She reminds some younger children to use their manners as they take the props, and older children demonstrate how well this is embedded in their learning.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance is steady, and this impacts positively on the progress they make at the setting. The childminder is aware of the positive impact good attendance can have, and therefore, she promotes this throughout her setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is respectful and well mannered. She demonstrates this throughout her teaching and is a positive role model for children in her care. Children observe and listen to the childminder carefully, copying her good manners and respectful behaviours during their interactions with peers.

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Children's welfare and wellbeing Strong standard

The childminder gathers information from parents when children first start at the setting. This helps the childminder to meet the needs of all children attending. Through regular conversations and updates, the childminder adapts routines to continually meet children's needs and changes in routines as they grow, to a very high standard. The childminder provides all meals for children, and these meet the recommended nutritional guidance. She shares with children and families the healthy foods children eat at the setting and the importance of a healthy diet and the best start in life. Children learn about healthy foods and how to keep themselves safe. For example, young toddlers understand the expectation of sitting correctly at a table during mealtimes to prevent them from choking.

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Children's welfare and wellbeing Strong standard

Children develop close relationships with the childminder, attending settling-in sessions prior to starting to become familiar with their surrounding and the childminder herself. Children demonstrate their trust and sense of safety in the childminder's care through their happy interactions and looking to the childminder for reassurance when needed.

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Children's welfare and wellbeing Strong standard

Children learn about their emotions through a well-embedded curriculum. For instance, the childminder talks to children about how the characters in the story are feeling. This helps them to begin recognising different emotions and relate this to their own feelings.

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Curriculum and teaching Strong standard

The childminder uses effective assessment to track children's learning closely and identify clear next steps for learning. Children benefit from meaningful and well-planned learning opportunities that extend on their current skills and knowledge. The childminder has embedded a well-sequenced mathematics curriculum that teaches children basic mathematical language and extends their knowledge to solving problems, comparing sizes and recognising numerals.

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Curriculum and teaching Strong standard

The childminder's excellent teaching skills provide children with numerous opportunities to share their own ideas and thoughts. She asks questions that develop their critical-thinking skills to a high standard, giving them time to think and respond effectively. The childminder adapts her teaching effectively to ensure all children benefit from high-quality learning opportunities. For example, she provides extra time for children who face barriers to their learning to respond to her questions, recognising how to meet their needs effectively. Furthermore, emphasis is put on developing children's social skills through regular opportunities to meet new friends, providing repetition to secure new learning.

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Curriculum and teaching Strong standard

The childminder has a keen focus on developing children's language and communication skills. She models language and new words continuously throughout their play, extending vocabulary, such as ice, melt, cold and arctic. She extends this even further to help children develop their understanding of these new words. For example, she shows children what happens to the ice when it melts and gives children time to think and connect their learning. Children observe the effects of the ice as it warms up and recognise how it turns into water, linking this concept to the new word they have learned.

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Inclusion Strong standard

The childminder goes above and beyond to support children and families to gain the additional help they may need. Settling-in visits and information gained from parents at the very beginning help the childminder to identify any additional needs or barriers to learning early on. This impacts on the very effective care and support put into place for children. For example, children who lack confidence are provided with numerous opportunities to meet new people and visit new environments, helping them to develop their confidence in new situations. Her wealth of knowledge and experience enables her to identify children's barriers to learning and/or any delays in development swiftly. For instance, where children develop delays with their speech and language, focused learning on developing children's speech sounds is provided. This swift and effective action ensures that all children consistently receive an experience at the setting that positively impacts on their learning and

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Inclusion Strong standard

Training opportunities ensure the childminder has an in-depth understanding of her local offer and what support and services can be offered to help children and families when delays in learning are identified. This helps children gain rapid support in a time-effective manner.

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Inclusion Strong standard

The childminder understands how additional funding must be allocated, and her understanding of this demonstrates her passion to provide high-quality care and learning for all children. For example, children's needs are carefully considered prior to making decisions, and the impact of spending is carefully monitored.

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Leadership and governance Strong standard

The childminder has an excellent understanding of her setting and a good awareness of the strengths, for example the consistency in partnership working with parents and other professionals. She identifies areas for improvement within her own knowledge and skills and makes decisions based on the best interests of children. The childminder is reflective, and she aims to ensure the experiences she provides meet children's needs and extend their skills and knowledge effectively. She has recently reviewed the experiences she offers to children and found new opportunities to share with the children in her care, considering their learning needs and interests. For example, they have recently visited a reptile centre, where children have been able to view and experience crocodiles.

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Leadership and governance Strong standard

The childminder has attended recent training opportunities to extend her knowledge and skills. For instance, she has attended training focused on special educational needs, and this has supported her excellent knowledge in identifying and reducing barriers to children's learning. The childminder's continual self-reflection and tailored training ensure all areas of the childminder's provision are of the highest quality.

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Leadership and governance Strong standard

The childminder is passionate about her role and thoroughly enjoys providing high standards of care and wonderful learning opportunities for young children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy and settled in the childminder's care. They make quick progress from their starting points. For instance, young toddlers demonstrate their excellent use of vocabulary. Children benefit from a well-sequenced curriculum that is adapted effectively to meet children's needs. Tailored learning opportunities, such as the use of visual props during group time to support engagement and understanding, mean that children make excellent progress in their development. Children with special educational needs and/or disabilities benefit from the childminder's knowledge and skills that ensure the right

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Inspector:

Vikki Taylor processes are followed. For example, relevant help and support are gained from other professionals and swiftly and consistently embedded into teaching.

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Inspector:

Children thoroughly enjoy and demonstrate a positive attitude towards their learning. For example, they are excited to find out what they will be learning next and show high levels of engagement throughout a range of learning opportunities. Children's consistent attendance has a positive impact on their learning and development.

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Inspector:

Children are welcomed into the setting, where they are treated and cared for as individuals. The childminder cherishes children's unique personalities. She understands how children learn and tailors her care and interactions, helping children to flourish in her care. Children learn important social skills and demonstrate high levels of respect through their interactions with peers. They share resources and enjoy group learning opportunities, such as reading, where they sit together, respectful of personal space, and listen carefully to each other. Additionally, they learn the skills they need for their next stage of learning, such as gaining independence and learning to look after themselves. Children are confident to feed themselves, get themselves dressed and carry out hygiene routines from a young age. Furthermore, the childminder's high expectations mean that children develop good attention and listening skills in preparation for learning in a larger group.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing that she may care for in the future.

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About this inspection

The inspector spoke with the childminder and children during the inspection and gathered written feedback from parents.

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About this inspection

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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Address:

1 Cheyney Close Steeple Morden ROYSTON Hertfordshire SG8 0LT

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Address:

Operating hours: Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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