Childminder EY471714

Inspection date

Previous inspection date 26 April 2016 Not applicable

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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 caring and attentive to children's needs. She has a good understanding of their backgrounds and starting points. She thoroughly supports babies' routines. Children and babies have warm bonds with her.  The childminder interacts effectively with children. Her good teaching skills make a positive impact on how children learn and develop. Children make good progress and achieve good outcomes.  Children are happy and content. They demonstrate secure emotional attachments. Babies enjoy cuddles and children behave very well. They show respect to each other.  The childminder uses her policies, procedures and risk assessments effectively in order to promote children's health, safety and well-being.  The childminder has positive relationships with parents. She has established valuable partnerships with others sharing the care of children to help maintain continuity in their learning.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to extend older children's curiosity, imagination and creativity. For example, resources are not always easily available to engage children's learning when they arrive at her home.  The childminder is not always confident to extend babies' early communication as well as possible.

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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

 provide more opportunities to help older children make decisions and play imaginatively to develop their own learning, curiosity and creativity further  consider more ways to encourage babies' early communication.

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Inspection activities

 The inspector observed children playing and during their interactions with the childminder.  The inspector spoke to the childminder about how she finds out about children's backgrounds and starting points and how she plans for their learning.  The inspector discussed with the childminder how she works with parents, and others who share care of the children.  The inspector sampled the childminder's documentation and children's records.  The inspector discussed with the childminder 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 has a good understanding of her role and responsibilities. She has gained a secure understanding of new legislation and keeps her practice and knowledge up to date, for example, by attending training, completing her own research and maintaining effective partnerships with her local authority. Safeguarding is effective. The childminder is confident in her knowledge of child protection matters. She evaluates her practice regularly to identify areas for improvement. For example, she plans to extend children's learning opportunities in her garden. She values the views of children. For example, she includes them in the planning for outings, particularly during school holidays. This helps children to be confident and learn to make decisions.

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Quality of teaching, learning and assessment is good

The childminder observes and assesses children's progress effectively. She reviews their progress on a regular basis and is proactive in planning for any minor gaps in children's learning, or in seeking interventions where needed. The childminder interacts well with children and, overall, is supportive in helping children to develop their speech and communication. For example, she gives them encouragement to talk about their drawings. The childminder is proactive in helping older children to develop confidence in respect of their self-care and hygiene routines to help them in readiness for school. The childminder is proactive in involving parents in their children's learning. For example, she keeps them regularly informed about their children's progress.

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Personal development, behaviour and welfare are good

The childminder helps children to follow routines and encourages good social skills, for example, eating lunch at the table. She encourages children's awareness of safety. For example, older children learn to be mindful of babies who are playing on the floor. Children have regular opportunities to explore their community and learn about the wider world. For example, they have regular local walks and visits to countryside parks. The childminder promotes children's understanding of equality and diversity well.

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Outcomes for children are good

Children make good progress. They are starting to be curious and engage appropriately in their play ideas. For example, children invent games with toy cars, manoeuvring the vehicles around and pretending to race them. Babies hold soft toys in their hands and explore with interest. They respond well to verbal and non-verbal communication, gurgle, and babble contently, for example, when the childminder interacts with toys that make sounds and music. Children are well prepared for the next stages of their learning.

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Setting details

Unique reference number EY471714 Local authority Bracknell Forest Inspection number 972595 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives ion Bracknell, Berkshire. The childminder works on weekdays, for most weeks 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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