Childminder in Reading

Inspection date

Previous inspection date 19 October 2015 27 April 2010

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Good 2

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This provision requires improvement. It is not yet good because:

 The childminder has not completed the progress check for children between the ages of two and three years.  The childminder does not fully promote children's creativity and ability to make independent choices from materials. This stops their freedom of expression.  The childminder does not always make the best use of every opportunity to encourage children to develop independence in their self-care skills.

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It has the following strengths

 The childminder has formed close trusting relationships with the children, which enables the children to feel safe and happy.  Children's personal, social and emotional development is supported well. The children behave well. The childminder is attentive to children. They learn about expected behaviour and to value others.  The childminder provides a varied range of interesting resources and experiences for children. Children enjoy their time in the setting; they gain confidence and develop good social skills.  The quality of teaching is good. The childminder effectively questions children during activities in order to extend their learning.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 gain knowledge and understanding of the required written progress check for two-year-old children and, when implementing it, detail areas in which a child is progressing well, and any areas where some additional support might be needed. 30/12/2015

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 strengthen opportunities to give children more experiences to explore their own ideas and creative skills  make the best use of every learning opportunity to encourage children to be independent and teach them to manage their personal needs, relative to their ages.

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Inspection activities

 The inspector observed activities and children at play throughout the inspection.  The inspector spoke to the childminder and the children at appropriate times during the inspection.  The inspector sampled written documentation, and a selection of policies and children's records.  The inspector took account of the views of parents through their written comments.  The inspector discussed the childminder's self-evaluation processes and plans for improvement.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder understands the safeguarding requirements and is aware of the signs which may cause concern about a child's welfare and how to take action to protect the children in her care. She keeps her home safe for children through regular risk assessments. She evaluates her setting and identifies how improvements can be made. However, she has failed to fully keep up to date with changes regarding the progress check for children aged between two and three years. Nonetheless, the childminder is committed to continuous professional development to improve her service and the outcomes for children. For example, she discusses practice with other professionals and researches new ideas. She has developed good working partnerships with parents and effectively keeps them informed of their children's progress, so the impact of the lack of the required written assessment at age two years is not significant.

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Effectiveness of the leadership and management requires improvement

Parents contribute to establishing children's starting points.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She provides a stimulating home environment where children can make choices in their play. However, the childminder sometimes over-directs activities, which prevents children from developing their own ideas. Nonetheless, she promotes children's vocabularies well through sensitive conversations with them. For example, she encourages children's observations and interests when talking about acorns and conkers. Such exchanges help children to develop their communication and language skills. The childminder regularly observes children as they play, and knows their individual needs, interests and personalities well.

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Personal development, behaviour and welfare are good

The childminder shows warm affection, and sets a good example to children. Children learn to be kind and polite, and to respect each other. Children learn about keeping themselves safe through the clear routines and safe practices encouraged by the childminder. These include road safety and emergency evacuation of the home. The childminder teaches children effectively about healthy lifestyles and children enjoy regular fresh air and exercise. The childminder knows children's backgrounds and promotes their self-identities positively. Children have good manners and understand about sharing and taking turns. The childminder praises the children for their efforts and achievements, which raises their self-esteem and confidence further.

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Outcomes for children are good

The childminder prepares children well for their next stages in learning. All children make good progress. For example, they learn to count and name some shapes. They enjoy using simple technology and are interested in books.

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Setting details

Unique reference number 117015 Local authority Reading Inspection number 840079 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 27 April 2010

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Telephone number

The childminder registered in 1998. She lives in West Reading, Berkshire. She operates Monday to Friday all year round.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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