Childminder in Reading

Inspection date

Previous inspection date 10 May 2016 13 May 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 plans interesting activities that motivate children to learn. All children, including those learning English as an additional language, make good progress from their starting points.  Partnerships with parents are good. For example, the regular sharing of information provides continuity for children and helps involve parents in their children's learning.  The childminder extends children's learning and promotes their good health effectively. For example, she takes them on trips to local parks and open spaces where they enjoy fresh air and learn about the natural world.  The childminder gives lots of praise and encouragement and helps them gain the confidence they need for future learning. Children develop good levels of self-esteem.  The childminder regularly reflects on her teaching practice to help maintain good outcomes for children. For example, she gains parents' views and makes good use of

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This provision is good

training and opportunities to exchange information with others, to add to her skills and knowledge.

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It is not yet outstanding because:

 The childminder misses some opportunities to fully extend children's learning about people, families and cultures outside of their own experience.  The childminder has not yet fully developed relationships with other settings children attend to provide greater consistency in their learning and development.

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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 opportunities for children to gain a greater awareness of the similarities and differences between themselves and others in the wider world  develop further the relationships with other settings that children attend to provide the best possible consistency in children's learning.

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Inspection activities

 The inspector checked the areas used for childminding.  The inspector observed children and the childminder during play.  The inspector examined a sample of policies, documents and children's records.  The inspector read feedback and spoke to parents and children to gain their views.  The inspector discussed the childminder's self-evaluation process.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of the procedures to follow if she has concerns about a child's welfare. She completes risk assessments of her home and areas they visit to keep hazards to a minimum. The childminder has addressed the recommendations raised at her last inspection. For example, she has increased opportunities for parents to comment about children's learning. The childminder monitors children's progress effectively. She shares her findings with parents and involves them in their children's learning well.

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Quality of teaching, learning and assessment is good

The childminder knows the children well. She completes accurate observations and assessments of their development and identifies clear next steps in learning for each child. The childminder plans activities that help children build on what they already know and can do. Children respond eagerly to the childminder as she interacts and communicates with them, and they regularly invite her into their play. Children learning English as an additional language receive good support from the childminder to develop their language and communication skills. They enjoy sharing their home languages and they quickly develop confidence in using English. The childminder introduces early mathematical ideas and language into children's play; for instance, they join in during activities where they learn to count, and name shapes and colours.

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Personal development, behaviour and welfare are good

Children's emotional development is supported effectively. For example, the childminder offers good settling-in procedures and holds discussions with parents to help her plan for children effectively from the outset. Children build secure relationships with the childminder. They develop good hygiene practices and the childminder helps them to become independent in ways that are appropriate for their age. For example, they fetch their shoes for outdoor play. The childminder gives clear guidance about the behaviour she expects. Children learn to behave well and to be kind to each other. The childminder helps children develop an awareness of safety. For example, she discusses how the oven becomes hot when cooking children's lunch.

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Outcomes for children are good

All children make good progress in their learning. They are inquisitive, gain confidence in their abilities and are ready to learn. Children develop an interest in early literacy and engage well in imaginative play. For example, they enjoy looking at books, independently and with the childminder, and caring for baby dolls. They are well prepared for the next stage in learning and their eventual move to school.

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Setting details

Unique reference number EY344539 Local authority Reading Inspection number 827535 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 7

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Telephone number

The childminder registered in 2006. She lives in Caversham, Reading. She works from 8am until 6pm on Monday to Friday 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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