Childminder 108079

Inspection date

Previous inspection date 19 January 2016 6 October 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 is a warm and affectionate role model, who knows the children well and is attentive to their needs. She provides a broad selection of toys, resources and activities that positively engage children through play.  The childminder interacts purposefully with the children. She helps them to make good progress in their learning in relation to their starting points. The childminder uses effective teaching skills to motivate children to learn.  The childminder has established positive partnerships with those sharing the care of the children. She confidently complements children's learning, to ensure consistency in their development.  The childminder regularly reviews her risk assessments and adheres to her policies and procedures, to promote children's health, safety and well-being.

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It is not yet outstanding because:

 The childminder does not always extend the opportunities for children to explore how things change, to fully promote their understanding of the world.  The childminder does not fully encourage some children to learn about writing for different purposes, to encourage their early writing skills.

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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 ways in which children learn about how things change, to fully promote their understanding of the world  strengthen children's awareness of writing for different purposes as they practise their early writing skills.

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Inspection activities

 The inspector observed children playing indoors and outdoors.  The inspector spoke to the childminder about how she plans for children's learning and individual progress.  The inspector discussed with the childminder how she works in partnership with parents and other professionals who share the care of the children.  The inspector sampled the childminder's documentation and children's records.  The inspector spoke with the childminder about how she evaluates her practice and how she updates her skills and knowledge.

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Effectiveness of the leadership and management is good

The childminder demonstrates a good understanding of her roles and responsibilities. Safeguarding is effective. The childminder has a secure understanding of child protection matters, including the signs that may indicate that a child's well-being is at risk. She updates her understanding of changes in legislation. The childminder reflects on her practice and the quality of children's learning to improve her provision. She regularly speaks to parents about the progress children make. Parents are positive about the care children receive and the range of opportunities offered to their children. The childminder encourages parents to offer their views about her provision. She is confident about the strengths of her practice and her targets for continuous improvement. This includes further training, in particular to support her in promoting children's language skills. The childminder regularly updates her teaching skills with training. This has included courses

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Effectiveness of the leadership and management is good

to extend her awareness of supporting children with special educational needs.

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Quality of teaching, learning and assessment is good

The childminder is enthusiastic in her teaching methods and regularly thinks of new ideas and activities to motivate children's eagerness to learn. For example, children enjoy making snow shapes, exploring with ice, collecting quail eggs from the garden, and helping the childminder to make milkshakes for their snacks. Children show they are happy and have plenty of fun. The childminder proactively builds on learning for children who also attend nursery. For example, she helps children to link the letters and sounds that form words during their play. The childminder confidently uses her experience and knowledge, and her secure tracking systems to assess the quality of her observations. She uses her findings to plan children's next steps in learning, so that they progress well.

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Personal development, behaviour and welfare are good

The childminder promotes equality and diversity well. She helps children to respect one another and their surroundings. Children are confident and develop independence. For example, children are keen to try to put on their boots for outdoor play. They are learning how to do up the zips and buttons on their coats. The childminder offers children plenty of outdoor experiences for learning, fresh air and physical development. Children learn about good hygiene and managing tasks for themselves. They also learn about healthy lifestyles and help the childminder to prepare their snacks. Children are emotionally secure in the childminder's care.

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Outcomes for children are good

All children make good progress in relation to their starting points. They are happy and keen to learn, and motivated to take part in activities. Children are well prepared for the next stages of their learning and school.

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Setting details

Unique reference number 108079 Local authority Windsor & Maidenhead Inspection number 839518 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 6 October 2011

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Telephone number

The childminder registered in 1980. She lives in Maidenhead, Berkshire. The childminder works Monday to Thursday during term time and weekdays during school holidays, for most of the year.

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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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