Childminder in Reading

Inspection date

Previous inspection date 20 October 2016 22 January 2013

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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 knows children well. She observes children closely, recognises patterns in their play, and knows how to extend their learning further.  The childminder accurately assesses and evaluates children's achievements. She tracks children's progress and reviews this information to help her identify any areas where children may require additional support. Children make good progress in their learning from their starting points.  The childminder sets clear boundaries for children and helps them learn to manage their feelings and behaviour. Children have good relationships with their friends and the childminder, and show that they feel safe and secure.  The childminder works in close partnership with other early years settings and local schools. For example, she actively shares information and complements children's learning to help meet their individual needs.  The childminder reflects effectively on her practice. She successfully identifies her

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This provision is good

strengths and highlights areas for future development.

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It is not yet outstanding because:

 The childminder does not fully encourage parents to share ongoing details about their children's achievements at home.  The childminder does not make the best use of opportunities to help support children's early understanding of culture and diversity.

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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 ways in which parents share ongoing information about their children's learning and achievements at home  extend children's understanding of the wider world and people different to themselves.

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Inspection activities

 The inspector held discussions with the childminder and children throughout the inspection.  The inspector observed the interaction between the childminder and children during activities, and held discussions about children's learning and behaviour.  The inspector viewed the areas of the premises used for childminding.  The inspector looked at a range of documentation, including policies and procedures, risk assessments and the children's learning and assessment records.  The inspector completed a joint observation with the childminder, and held discussions with her in relation to observations of the children's play, learning and progress.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to report any concerns she may have about children's welfare. She implements her policies and procedures into daily practice and maintains a safe environment for children. The childminder has established a good network with other childminders and shares ideas and good practice. She demonstrates a proactive attitude to developing the quality of teaching, for example, through further professional development opportunities, such as training. She makes full use of her knowledge and skills to provide children with rich learning opportunities. The childminder continually reviews the activities she provides to ensure that they reflect children's interests and stage of development. Overall, partnerships with parents are strong. The childminder shares information about their children's progress and seeks their views to help her improve the provision.

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Quality of teaching, learning and assessment is good

The childminder develops children's speaking skills well. For example, children hunt for animals hidden in the leaves, discuss what they have found and share this with others. Children access a range of opportunities to develop their early writing skills. For example, they make marks, show good control and high levels of concentration at a young age. The childminder supports communication and language development well. For example, she introduces and models words, such as 'wobble', in contexts that have meaning to children. Children thoroughly enjoy joining in with nursery rhymes and learn to move their whole body in different ways.

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Personal development, behaviour and welfare are good

The childminder has high expectations for all children. Settling-in procedures are effective and support children and their families to feel secure and confident in the childminder's care. The childminder is a positive role model and uses praise and encouragement to help support children's self-esteem. She develops children's awareness of healthy living. Parents praise the nutritious and well-balanced meals that she provides for their children. The childminder provides numerous opportunities for children to be physically active and to explore nature. For example, they regularly go for walks to the woods and visit local parks and discovery centres.

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Outcomes for children are good

Children are keen learners. They show enthusiasm, enjoyment and confidently play and explore. Children are independent, develop their problem-solving skills, and start to understand how and why things work. Children develop an appreciation of books. For example, they enjoy stories and listen with anticipation. They acquire the necessary skills they need in readiness for nursery or school.

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Setting details

Unique reference number EY447121 Local authority Reading Inspection number 1062621 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 registered person

Date of previous inspection 22 January 2013

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Telephone number

The childminder registered in 2012. She lives in Reading, Berkshire. The provision operates Monday to Friday, from 7.30am to 6pm, 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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