Childminder 108113

Inspection date

Previous inspection date 2 March 2016 10 January 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder establishes strong, warm relationships with children, who show that they feel secure and confident in her care. For example, younger children smile and snuggle up to her as they become tired. Older children turn to her for reassurance when needed.  The childminder is knowledgeable about how children learn and develop. She places a strong focus on developing children's speaking and listening, and their ability to solve problems as they play and take part in activities.  The childminder prioritises children's safety. She is vigilant in assessing and minimising risks within all areas of the environment and follows well-established procedures for keeping children safe.  The childminder builds secure partnerships with parents to promote continuity for children's care.  The childminder frequently observes children, focusing particularly on developing skills that children need for the next stage in their learning.

p.1

It is not yet outstanding because:

 The childminder does not fully sustain the participation and attention of younger children during activities.  The childminder does not make the best use of opportunities to reflect on her professional practice, to target areas for improvement.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 provide more opportunities and experiences for younger children to be consistently engaged and extended in their learning  make better use of self-assessment to evaluate ongoing professional development and the impact this has on improving the provision for children.

p.2

Inspection activities

 The inspector observed children at play throughout the inspection, assessed the quality of teaching and considered the impact this has on children's learning.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector sampled documentation, including a selection of policies, and looked at children's records.  The inspector took account of the views of parents through their written comments.  The inspector discussed the childminder's plans for improvement.

p.2

Effectiveness of the leadership and management is good

The childminder has a good understanding of her roles and responsibilities. She keeps up to date with any changes. For example, she attends training, regularly reviews relevant publications and exchanges ideas with other childminders. Safeguarding is effective. The childminder refreshes her knowledge of child protection issues so that she knows how to respond to any concerns about a child's welfare. The childminder has good relationships with parents and gathers useful information before she begins caring for children. She keeps parents informed about children's daily activities and their learning progress. Parents express high levels of satisfaction with the quality of their children's care and education.

p.3

Quality of teaching, learning and assessment is good

The childminder offers children a good choice of play experiences. She monitors children's progress to help her assess how well they are doing. She uses her observations to help her to provide activities that interest them. Children thoroughly enjoy playing with playdough and paint. The activities inspire them to explore a variety of tools and colours, and use their growing vocabulary to predict what they find. Children delight in using small toys as part of their imaginative play. They recreate familiar experiences and show a good knowledge of the world around them. Older children are well-motivated and show good levels of concentration. Children use books and matching games with enthusiasm. They are eager to show others what they know and to share their success.

p.3

Personal development, behaviour and welfare are good

The childminder is a good role model. She sets clear boundaries that keep children safe and foster respect. The childminder teaches children positive values throughout their play and routines, such as learning to share and recognising how others feel. They speak politely and are willing to modify their behaviour when prompted. Displays of children's artwork help the children to feel part of the setting. The childminder provides children with good opportunities to develop an understanding of the wider community. For example, they regularly enjoy the outdoors and visit various community groups together, so they gain a firm understanding of other people beyond their own immediate family. The childminder provides children with a healthy diet. She uses mealtimes as a further learning opportunity to support children's rapidly growing independence.

p.3

Outcomes for children are good

Children make good progress. The childminder focuses on helping them develop the key skills needed to prepare them well for school, such as planning daily routines to promote their independence. Children learn to respect others and get on with them. They develop their physical skills well.

p.3

Setting details

Unique reference number 108113 Local authority Windsor & Maidenhead Inspection number 839523 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 4

p.4

Name of provider

Date of previous inspection 10 January 2012

p.4

Telephone number

The childminder registered in 1995. The childminder lives in Maidenhead, Berkshire and operates her service from Monday to Friday, all year round.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5