Childminder 105572

Inspection date

Previous inspection date 29 February 2016 14 March 2012

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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 secure knowledge of what the children can do and their progress since they started at her setting. Her processes to monitor their development are effective and help her to plan appropriately for their future learning.  The childminder works effectively with parents and other settings children attend. She encourages the sharing of information between them to help support consistency in learning and to help parents' further support their children's learning at home.  The childminder promotes children's self-esteem and helps them develop positive relationships with other people. Children develop good manners, learn to respect others' differences and similarities, and gain a good understanding of the wider world.  The childminder self-evaluates the quality of her provision accurately, and is able to identify what works well and the areas that need further development. She embraces

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This provision is good

support and her action plans are well focused on improving outcomes for children.

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It is not yet outstanding because:

 Children do not have regular opportunities to explore and investigate a range of music in the childminder's environment, to support their imaginative and creative play.  The childminder does not make the most of every opportunity to introduce mathematical language to children during their play, for example, by using language such as 'full' and 'empty' or 'big' and 'small' as children scoop and pour rice with a cup.

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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

 increase the range of experiences available for children to use music to develop their creativity further  create more opportunities for children to hear and use mathematical language while they play.

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Inspection activities

 The inspector observed children's play and learning during the inspection.  The inspector sampled a range of documentation, including children's development records, and key policies and procedures.  The inspector conducted a joint observation with the childminder and discussed the findings.  The inspector took account of parents' views through their comments and feedback to the childminder.

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Effectiveness of the leadership and management is good

The childminder gives high priority to her ongoing professional development. She has a good relationship with other early years professionals and regularly seeks their support and advice to improve her practice. For example, she has particularly found training related to reflective practice helpful to improve her teaching and the outcomes for children. The childminder keeps parents well informed of their children's learning. She values their contributions to children's learning journals and daily diaries to help promote continuity in their care. Safeguarding is effective. The childminder keeps her safeguarding knowledge current, and she observes and listens carefully to children. She is aware of how to respond to concerns that may affect their safety and feelings of well-being.

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Quality of teaching, learning and assessment is good

The childminder uses her environment and resources well to help her plan exciting and challenging activities that support children's all-round development. Children are enthusiastic learners. The childminder balances their needs well and encourages them to play alongside each other. For example, she engages them in sand play and makes sure that they have plenty of interesting resources to use to investigate with. Children develop their sensory awareness and physical skills, such as when they explore inside and outside. The childminder talks with children throughout their play. For example, she gives simple instructions to support children's actions, such as when they kick a ball or pour rice into a tray. Overall, she understands how to support children's early development and is effective in helping their ongoing progress.

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Personal development, behaviour and welfare are good

Children benefit from the strong attachments they form with the childminder. She builds their confidence during activities, such as when they feed themselves and by encouraging them to make choices in their play. The childminder helps children to understand risk, such as how to manage a step safely and supporting their decision-making skills. For example, she encourages children to securely hold onto the fence to come down the step. Children feel secure and behave well. The childminder promotes healthy lifestyles. She works effectively with parents to make sure that children have healthy and nutritionally balanced meals and learn good hygiene practices.

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Outcomes for children are good

Children are making good progress from their starting points and are gaining the skills they need in preparation for school. For example, children learn skills in exploring and investigating as they take part in a range of learning opportunities. Children learn to make choices and decisions for themselves and enjoy activities, such as looking at books together.

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Setting details

Unique reference number 105572 Local authority Slough Inspection number 839325 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 14 March 2012

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Telephone number

The childminder has been registered since 1999. She lives in Slough, Berkshire. The childminder operates five days a week, 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

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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