Childminder EY444808

Inspection date

Previous inspection date 21 November 2016 24 September 2012

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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 challenge children well and motivate them to join in. Children make good progress from their starting points.  Partnerships with parents are strong. The childminder encourages a two-way flow of information to help involve parents in their children's learning and to provide continuity between the home and the setting.  The childminder teaches children about differences between themselves and others. Children gain a good awareness of the world around them. For instance, the childminder takes them on outings into the local community and teaches them about different cultures and festivals.  The childminder places a strong focus on children's safety. For instance, children talk about road safety when they go on outings and they regularly practise the evacuation drill.  The childminder reflects on the quality of her provision well. For instance, she considers

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This provision is good

her own ideas and the views of parents and children to make positive changes to benefit the children.

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It is not yet outstanding because:

 The childminder does not consistently provide opportunities for children to develop a greater awareness of technology.  The childminder does not take all opportunities to encourage older children to do more everyday things for themselves to build on their growing independence.

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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

 extend the range of experiences available for children to explore and investigate technology  give older children more everyday opportunities to develop their independence further.

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Inspection activities

 The inspector had a tour of the areas used for childminding.  The inspector read parents' feedback to gain their views.  The inspector observed the childminder and children during play and evaluated an activity together with the childminder.  The inspector examined a sample of policies, documents and children's records.  The inspector spoke with the childminder about how she evaluates her provision.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows the signs that would cause concern for a child's welfare and the procedures to follow. This includes signs that children may be drawn into situations that put them at significant risk of harm. The childminder monitors children's progress effectively and shares her findings with parents well to support them to extend children's learning at home. She keeps her knowledge and skills up to date to benefit children. For example, the childminder shares good practice ideas with other childminders. She builds good relationships with other settings children attend to provide continuity in children's learning.

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Quality of teaching, learning and assessment is good

The childminder makes meaningful observations and assessments and creates clear next steps in learning for children. She plans around children's interests to encourage their learning. The childminder supports children well with their language development. For example, she helps them to attach meaning to new vocabulary as they enjoy different pictures, stories and resources. The childminder helps children to share their thoughts and ideas well. For example, she asked children to think about how different textures felt as they explored a variety of fruits. The childminder plans activities to help children learn about the natural world, such as collecting and looking at leaves and items of interest when they go on outings.

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Personal development, behaviour and welfare are good

The childminder forms positive relationships with the children in her care and children settle quickly. She supports their emotional well-being effectively. For example, she gains detailed information from parents about children's interests, skills and abilities when they first start attending, to help her plan for their needs effectively. The childminder has high expectations of children's behaviour and gives them clear explanations. For example, she helps children learn to share, respect each other and take turns as they play. Children behave well. The childminder supports children's awareness of good hygiene and heathy lifestyles well. For instance, she ensures that children follow good hygiene procedures, eat healthily and have daily fresh air and exercise.

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Outcomes for children are good

Children make good progress from their starting points. They gain confidence as they play and develop good communication skills. Children develop an awareness of shapes and numbers through a variety of activities. They learn to recognise familiar words and develop an interest in early literacy. Children enjoy being creative. For example, they take part in imaginative play and explore musical instruments as they sing. Children gain the necessary skills for their next stages in learning and their eventual move to school.

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Setting details

Unique reference number EY444808 Local authority Bracknell Forest Inspection number 1059257 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 24 September 2012

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Telephone number

The childminder registered in 2012. She lives in Bracknell, Berkshire. The childminder works Monday to Friday, from 7.45am to 5.30pm, 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

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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