Childminder EY487200

Inspection date

Previous inspection date 4 October 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 quality of teaching is good. The childminder has recently implemented new systems for observation, planning and assessment. This enables her to track children’s progress and identify where they require further support in their development.  The childminder works effectively with her co-childminder. They plan a range of stimulating activities and learning experiences to help children make good progress in their learning.  Children behave well because they are engaged in exciting activities that link to their interests. The childminder acts as a positive role model along with her co-childminder. Children are encouraged to be kind, and respect their friends.

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It is not yet outstanding because:

 The process of self-evaluation is in the early stages of development.  Parents do not fully contribute to the childminder's assessments of children's 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

 develop the use of rigorous self-evaluation to raise the quality of the provision to the highest level  enhance the opportunities for parental involvement in the process of assessment.

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Inspection activities

 The inspector examined regulatory records, including training certificates, children's assessments and a sample of policies and procedures.  The inspector observed play and learning activities during the inspection.  The inspector took account of the views recorded in parents' emails.  The inspector spoke to the childminder, her co-childminder and the children at appropriate times throughout the inspection.

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Effectiveness of the leadership and management is good

The childminder has recently begun working with her co-childminder. They have started to review their practice to identify how improvements can be made. For example, they have introduced an electronic system for maintaining records and monitoring children’s progress. The childminder works with parents to find out as much as possible about the care needs of the child and their family. This enables her to meet their needs and, as a result, children settle well. The childminder keeps parents informed about their child’s care, learning and development through electronic systems and daily conversations. Safeguarding is effective. The childminder has updated her knowledge and understanding of safeguarding issues through training. She understands her responsibilities with regard to child protection and is familiar with the local safeguarding procedures. The childminder supervises children well. For example, she checks on children while they sleep and uses a

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how young children learn. She follows their interests and extends their learning experiences. For example, she takes them on a ‘treasure hunt’ into the wood to search for characters from the book they have read. The childminder actively engages in children's play, while providing opportunities for them to lead their own learning. The environment is well organised to enable children to make independent choices of play equipment and materials. For example, storage containers are clearly labelled so that children can see exactly what is available. This also helps children to tidy up when they have finished playing. The childminder provides a narrative for younger children as they play. This helps to support their communication and language skills and increase their vocabulary. There are frequent opportunities for children to think through their own ideas. For instance the childminder asks children ‘how are you going to

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Quality of teaching, learning and assessment is good

stop the pig from escaping?’ while they play with the farmyard.

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Personal development, behaviour and welfare are good

The childminder is skilled in making children feel safe and secure. She knows the children well, and as a result she is aware of the activities they really enjoy. For example, she is able to quickly comfort and engage an unsettled child with a favourite toy. Children take part in sociable and relaxed mealtimes. They are supported by the childminder who sits with them, engaging in conversation about healthy eating. Children access a wide range of activities outdoors. This supports them in their physical development and well-being.

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Outcomes for children are good

Children make good progress in their learning from their individual starting points and capabilities. The childminder has begun to form links with other professionals in order to gain support or advice when required. Children are gaining the necessary skills they need for their future learning and when they move to school. They follow simple rules, share and take turns with their friends. They are developing their independence skills through the daily routine. For example, they make choices about their play and learning.

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Setting details

Unique reference number EY487200 Local authority Bracknell Forest Inspection number 1067312 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She works with another childminder from the co- minder's home in Crowthorne, Berkshire. The ground floor of the home is used for childminding purposes. Children have access to a playroom, conservatory, sleep and bathroom facilities.

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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

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

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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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