Childminder in Reading

Inspection date

Previous inspection date 21 February 2017 30 June 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children make good progress from their starting points. The childminder works well with parents to meet children's needs. She keeps them informed and involved in their children's learning to provide continuity for children.  Children build very strong relationships with the childminder. They are settled and secure in her care, which helps them to build good levels of emotional well-being.  The childminder monitors children's learning well and uses her assessments to plan motivating experiences. Children become engaged and concentrate during activities such as painting. They learn new skills such as the effects of mixing colours together.  Children respect and value others. They play very happily together and understand the importance of sharing and taking turns.  The childminder extends her knowledge and skills regularly, to improve her practice and provide children with a range of stimulating activities that supports their learning well.

p.1

It is not yet outstanding because:

 The childminder does not regularly seek the views of parents, to further build on evaluations of her practice and achieve continuous improvement at a higher level.  The childminder does not consistently recognise when to intervene in children's play and when to allow them to lead their own play, to help them make better progress.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 consider ways of seeking the views of parents to further evaluate the provision and target areas for continuous improvement  develop teaching skills to recognise when to intervene in children's play and when to allow them to play by themselves, to help them make better progress.

p.2

Inspection activities

 The inspector viewed the areas of the home used by the children.  The inspector checked documentation, such as the childminder's paediatric first-aid certificate and public liability insurance.  The inspector asked the childminder questions relating to children's development and welfare.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector observed the interactions between the children and the childminder.

p.2

Effectiveness of the leadership and management is good

The childminder works well with other settings that children attend, such as nursery schools. Together, they effectively share information about children's care and development. This helps to provide consistency for children's learning. Safeguarding is effective. The childminder continually updates her knowledge of safeguarding. She knows what to do should she have a concern about the welfare of a child. For example, she knows the signs that a child may be at risk of having extreme views about what is right and wrong.

p.3

Quality of teaching, learning and assessment is good

The childminder completes regular observations of children and monitors their development effectively. She uses this information to identify any gaps in children's learning and implement plans to support them to progress further. During play, the childminder encourages children to develop their mathematical skills. For example, she encourages them to count the number of wheels on a car to help develop their understanding of numbers and counting. She effectively helps children to extend their understanding of the wider world. For example, children enjoyed experimenting with water and a play sink. They were aware that if they pushed the tap hard, the water would come out. The childminder helps children to gain strong communication and language skills. For instance, she listens carefully to what children say, uses simple sentences and adds new words to conversations to extend their vocabulary.

p.3

Personal development, behaviour and welfare are good

Children have lots of opportunities to learn about the similarities and differences between themselves and others. For example, the childminder provides a wide variety of resources, such as books, to teach children about different cultures and beliefs. The childminder is a good role model and has a consistently warm and caring approach. She offers children gentle guidance and praise. Children learn to behave well and to treat one another with respect. The childminder effectively promotes children's good health. For instance, she encourages children to have an awareness of healthy lifestyles by talking to them about the importance of healthy eating and having regular exercise. Children have a good understanding of following hygiene practices, including the importance of washing their hands before eating and after messy play.

p.3

Outcomes for children are good

All children make good progress in preparation for their future learning, including school. They develop good writing, communication and physical skills. For example, most of the older children can recognise and write their own names and are beginning to join letters together to make simple three-letter words by the time they go to school.

p.3

Setting details

Unique reference number EY398994 Local authority Reading Inspection number 1068965 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 5 Number of children on roll 7

p.4

Name of registered person

Date of previous inspection 30 June 2014

p.4

Telephone number

The childminder registered in 2009. She lives in Reading, Berkshire. The childminder provides care on Monday to Friday from 7.30am to 6pm, throughout the year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5