Stephens, Nicola Jane

Inspection date

Previous inspection date 30 November 2016 18 September 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 is kind and caring towards the children and together they have a strong relationship. The childminder observes and monitors children's development well. She identifies children's next steps for learning and plans well for their future development.  The childminder plans a good range of activities inside and outside that take account of children's interests and supports their learning successfully to help them all to make good developmental progress.  Children are confident, happy and well occupied in the childminder's care. They learn how to behave well and form strong friendships with each other.  The childminder maintains a safe and secure home for children. She supports them well in learning how to be safe and healthy.  The childminder evaluates her practice well. She undertakes suitable training to advance her skills. For example, she has recently attended food hygiene training which

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This provision is good

has helped her to adapt her snack menu to ensure this is well balanced.

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It is not yet outstanding because:

 The childminder does not make the most of opportunities to encourage parents to share more information about their children's learning, to plan even more effectively for children's further learning.  Children's knowledge and understanding of similarities and differences in people in the world around them is not as well supported as other aspects of their learning.

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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 the information shared with parents even further, to help support children's learning even more consistently at home and at the setting  extend children's knowledge and understanding of similarities and differences in people and communities.

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Inspection activities

 The inspector checked the areas used for childminding.  The inspector spoke with the childminder at appropriate times throughout the inspection to discuss her practice.  The inspector looked at children's development files, planning, policies and procedures, and the childminder's self-evaluation document.  The inspector took account of parents' written feedback and comments in the compliments book.  The inspector spoke to children as they took part in their activities, and observed their play and the childminder's interaction with them.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her role and responsibility to keep children safe. For example, she is confident in the procedures to follow should she have any concerns about a child's welfare. The childminder risk assesses her home effectively before children arrive to ensure her home is safe and secure. The childminder talks to the parents daily about their children's progress. She regularly shares information about children's development with others involved in children's care. This helps to maintain good continuity in children's care and learning.

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Quality of teaching, learning and assessment is good

The childminder provides a varied range of activities, toys and resources to entertain and engage children. For example, children have fun playing chef as they pretend to cook with the food and utensils. The childminder supports children's communication and language skills well. For example, when playing she constantly talks to them, asking them about events and experiences. She skilfully incorporates a range of questions to support their listening and speaking skills. The childminder gives children time to think and reflect about what they are doing and answer accordingly. Children have good attention and concentration skills.

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Personal development, behaviour and welfare are good

The childminder implements good procedures to help children settle in and feel safe in her home. For example, she gets to know the children before they start, through regular visits and discussions with the family to support and build their confidence. The childminder helps children to understand the importance of being caring and considerate. For instance, she talks to them throughout their play about sharing and uses praise for kind- heartedness. The childminder supports children's health well. For example, she teaches children good hygiene routines and takes them out daily for fresh air and exercise.

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Outcomes for children are good

All children are making good progress in their learning and development. They are happy and engage well in the range of activities. They have good friendships with each other and play well together. Children develop good independence skills. For example, they understand how to tidy away and they confidently manage their own personal care. Children are developing a strong awareness of how to use technology. For example, they competently use cameras to make a record of the things they see in the childminder's home and garden.

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Setting details

Unique reference number EY458617 Local authority Bracknell Forest Inspection number 1063312 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 5 Number of children on roll 4

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Name of registered person

Date of previous inspection 18 September 2013

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Telephone number

The childminder registered in 2013. She lives in a village near Bracknell, Berkshire. She operates each weekday throughout the year, with the exception of family holidays and bank holidays.

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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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