Childminder in Reading

Inspection date

Previous inspection date 16 November 2015 11 February 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a good understanding of how to meet children's individual needs. She provides them with a range of experiences, which are age appropriate and offer challenge to extend their learning further.  The childminder has a range of health, safety and well-being policies to promote children's care and she shares these with parents. Her everyday practice reflects her strong commitment to protect children and keep them safe from harm.  The childminder provides a welcoming and happy home. Children feel valued and secure in her care. Children form strong relationships with the childminder because she is warm and responsive to their needs.  The childminder interacts positively with children. She engages in lively conversations with them, which helps to support and extend their learning.  Children benefit greatly from excellent opportunities to be physically active in their local environment. They use the local parks to explore the natural world and attend different

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It is not yet outstanding because:

 The childminder does not gather precise information from parents about their children's achievements when they first start, to help her monitor their progress more effectively.  The childminder does not always focus sharply enough on updating her knowledge, to strengthen further her already good teaching to help children make outstanding levels of progress in their learning and development.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 gain more detailed information about what children can already do when they join the setting to give a clear baseline for assessing future progress  strengthen already good teaching by keeping professional knowledge fully up to date, to help children make progress as quickly as possible.

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Inspection activities

 The inspector observed care routines and teaching, and the impact of these on children's safety, welfare and learning.  The inspector reviewed policies and discussed the procedures relating to children's safety and welfare with the childminder.  The inspector looked at children's records, the childminder's planning and evaluation of activities, and information exchanged with parents.  The inspector reviewed written communication from parents.  The inspector spoke with the childminder about the impact of her training, experience and practice on children's well-being, learning and development.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of possible child protection issues. She knows the correct procedures to follow if she has concerns about a child in her care. The childminder takes effective action to help ensure the safety and security of the children at all times. Her garden is currently unsuitable for use, but she has carefully thought through risk assessments for taking children into different parts of the community each day. The childminder regularly seeks the views of parents and children and uses this information to adapt her service to meet their individual needs. For example, children contribute to the planning of the sessions by sharing their interests and requests for outings.

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Quality of teaching, learning and assessment is good

The childminder has a thorough understanding of the requirements of the Early Years Foundation Stage. Her teaching is good and children are making impressive levels of progress particularly in their social, communication and language skills. The childminder makes accurate observations of children and notes what they know, can do and enjoy. From these observations, she identifies children's next steps in learning and gives them plenty of opportunity to practise new skills as they play. Children show enjoyment and creativity in their learning, and confidence in their own abilities. Their motivation, enthusiasm and curiosity for learning place children in a strong position for all future activities in their community and school. The childminder develops very positive relationships with parents and they express high levels of satisfaction with the quality of their children's care and learning.

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Personal development, behaviour and welfare are good

Children settle well in the childminder's home and show a secure understanding of the routines. They explore their surroundings with confidence and make their own choices about their play. The childminder consistently demonstrates and sensitively communicates her expectations for positive, caring behaviour. She shows children that she values their ideas and contributions and takes every opportunity to praise them for their efforts and kindness. Children learn how to share toys and play cooperatively with their friends at the setting and at various community groups. The childminder supports children well in their moves to new settings. She ensures that they know what to expect and works effectively with staff at local pre-schools and schools.

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Outcomes for children are good

Children make good progress. Children develop a good range of skills that prepare them well for future learning. They show a willingness to explore, create and problem solve.

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Setting details

Unique reference number EY340379 Local authority Reading Inspection number 828367 Type of provision Childminder Day care type Childminder Age range of children 1 - 2 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 11 February 2011

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Telephone number

The childminder registered in 2006 and lives in Reading, Berkshire. She operates her service all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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