Childminder 105487

Inspection date

Previous inspection date 12 October 2016 27 February 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 a caring role model. She has a good understanding of her role and responsibilities. She offers a welcoming and inclusive environment, where children play happily. She has evaluated her practice well to improve outcomes for children.  The childminder uses her risk assessments, policies and procedures to guide her good practice to keep children safe and healthy and to support their well-being.  Children play cooperatively. They behave very well and understand the routines of the day. They have a warm bond with the childminder, who has a good understanding of their individual needs. Children enjoy interesting experiences that motivate their learning.  The childminder has a well-developed system for reviewing children's progress. Her understanding of their starting points helps her to plan effectively for their learning. Children engage in their play and they make good progress.

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It is not yet outstanding because:

 The childminder misses some opportunities to expand children's curiosity and extend their learning further.  The childminder does not support children's understanding of the wider world as effectively as other areas of learning. For example, she does not build on what children know about animals or extend their knowledge of the changes in seasons while they talk about the colour of leaves.

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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

 build on children's curiosity and provide more challenge to help extend their learning and development  build on children's understanding of living things and how things change over time in the wider world.

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Inspection activities

 The inspector observed children as they played and during interactions with the childminder.  The inspector spoke with the childminder about how she evaluates her practice and how she updates her skills and knowledge.  The inspector sampled the childminder's documentation and children's records.  The inspector discussed with the childminder how she plans her activities and how she reviews children's progress.  The inspector spoke with the childminder about how she works with others.

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Effectiveness of the leadership and management is good

The childminder has an organised approach. She has reviewed her practice since the last inspection. For example, the childminder has completed all the required suitability checks for adults living in the household. Safeguarding is effective. The childminder understands her responsibilities to protect children including, for example, those who may be at risk from extreme behaviours or views. The childminder has positive partnerships with parents. She regularly reviews children's progress with them and shares their next steps. She encourages feedback from parents to support their children's developmental progress effectively. The childminder keeps her skills and knowledge up to date. She highlights how particular training to extend her awareness of how to support children's social and emotional well-being has been beneficial to children.

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Quality of teaching, learning and assessment is good

The childminder interacts confidently. She uses many skills to support how children engage with her during her well-planned activities. For example, she demonstrates and explains so that children can try new things for themselves, and offers praise when they do. The childminder reviews children's progress efficiently. Her focused observations support how well she knows the children and help her plan for their progress. The childminder has been proactive in linking up with the childminder who will be taking over the care of the children shortly, to ensure that transitions are smooth and there is consistency for children's care and learning.

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Personal development, behaviour and welfare are good

The childminder supports children's awareness of equality and diversity. For example, children are eager to talk about their families as they look at their photo board. Children understand that some things about them are unique, and they understand their similarities and differences to others. Children behave very well. They show respect to each other and use good manners. Children learn to look after themselves and to lead a healthy lifestyle. Children benefit from a range of outings away from the home that supports them in socialising with others and in broadening their opportunities for learning.

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Outcomes for children are good

Children make good progress. They learn a range of skills. For example, they develop an interest in books as they listen and interact with the childminder when she reads to them. They talk about what is happening in the story and identify various things in the pictures of books. Children learn about colours and use a range of varied resources to support their creativity. For example, they use washing-up brushes to paint pictures of hedgehogs. Children learn new words such as 'prickly'. Children are motivated to play and learn. They show readiness for the next stages of their learning.

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Setting details

Unique reference number 105487 Local authority Windsor & Maidenhead Inspection number 1054537 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 27 February 2015

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Telephone number

The childminder registered in 2001. She lives in Windsor, Berkshire. The childminder operates her service all day 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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