Childminder in Windsor and Maidenhead

Inspection date

Previous inspection date 2 December 2015 9 September 2010

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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 children learn and takes the time to get to know the children in her care from the start. She shares advice and information with parents to make sure she supports children's development well.  The childminder has a good system of self-evaluation that identifies where she could improve her provision. She regularly asks parents to share their views. She develops her knowledge through training and reflects on the quality of her teaching skills.  Children are secure and confident as they play. The childminder builds their confidence and helps them become independent learners. Children make good progress and develop the key skills they will need for later learning.  The childminder makes regular assessments to monitor how children are developing. She uses precise observations to identify what they are capable of and where they may need some extra support to learn.

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It is not yet outstanding because:

 Although the quality of teaching and learning is good, sometimes the childminder does not fully promote her aims for individual children's learning during planned activities.  Overall, children show they are engaged in play and explore freely, although the outdoor area is not as inspiring as indoors. Children are not, therefore, as motivated to play in all environments.

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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

 extend the good-quality teaching by focusing as precisely as possible on promoting individual aims for children's learning in planned activities  develop further the outdoor environment so that children are continuously inspired to learn in the spaces they choose to explore.

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Inspection activities

 The inspector observed children's daily play activities.  The inspector took account of the views of parents.  The inspector spoke with the childminder, parents and children at appropriate times throughout the inspection.  The inspector conducted a joint observation with the childminder.  The inspector viewed a range of documentation, including policies, procedures and children's records.

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Effectiveness of the leadership and management is good

The childminder uses a range of methods to identify the areas of her practice that could improve. For example, she regularly asks parents to complete evaluative surveys and talks with other childminders to share ideas and reflect on practice. She sets achievable goals to improve her teaching as well as children's outcomes. For example, she has set a target to provide a wider range of opportunities for children to develop their physical skills. Safeguarding is effective. The childminder is aware of signs that may cause concern for children's welfare and knows how to follow local child protection procedures. She takes all reasonable steps to reduce hazards to children's safety.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of children's needs and uses this to set appropriate challenges in their play. Parents make a good contribution to children's learning and the childminder has effective strategies to encourage all parents' involvement in their children's development. For example, she lends some resources so children can continue to learn at home. Children develop good communication and language skills, supported by the childminder. For example, the childminder asks open questions and invites children to express their ideas and imagination when playing. Children develop their mathematical language and begin to understand simple scientific concepts. For example, the childminder supports them to observe and describe the quantities and properties of ice cubes as they mix them with water.

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Personal development, behaviour and welfare are good

Children are able to make their own choices in play and are encouraged to listen and take turns with others. The childminder effectively encourages children to behave well and build a good level of self-confidence. Overall, children are curious and engaged in their play. They have many opportunities to extend their understanding of the world around them. They have plenty of fresh air and exercise, and the childminder promotes healthy eating and good hygiene practices. For example, children build an understanding of different foods by taking part in a variety of activities, including growing vegetables, helping to put the shopping away or preparing food for mealtimes. As children grow older, the childminder understands how to support children as they move on to school. She provides opportunities to help children become emotionally ready for the next step of their learning and establishes good partnerships with other settings they attend.

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Outcomes for children are good

Children make good progress in their learning. They develop the physical, social and communication skills they need for later learning, such as school.

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Setting details

Unique reference number EY340365 Local authority Windsor & Maidenhead Inspection number 986524 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 9 September 2010

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Telephone number

The childminder registered in 2006 and lives in Cookham, Berkshire. She offers care from Monday to Wednesday between the hours of 7.30am and 6pm, all year round. The childminder holds a relevant childcare qualification.

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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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