Childminder EY485830

Inspection date

Previous inspection date 8 June 2017 Not applicable

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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 has a good understanding of her role, including, for example, when to notify Ofsted about significant events and when planning to work with an assistant.  The childminder offers a welcoming environment where children are happy to play.  The childminder knows children well. She has a good understanding of their starting points and regularly reviews their progress. She plans effectively for their next steps.  Children make good progress. They are motivated to learn and enjoy their activities. They have a warm bond with the childminder and behave very well.  The childminder is reflective about the quality of her practice. She has clear targets for her continual improvement, such as sourcing further training and using research to enhance her skills and understanding for working with children who may need additional support or intervention.

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It is not yet outstanding because:

 The childminder misses some opportunities to help younger children enjoy a broader range of books and stories, to support their early literacy awareness.  The childminder does not consistently make the best use of resources when children take part in imaginary play, to broaden the ways children form relationships with others.

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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

 increase opportunities for children to enjoy books in a range of different ways  extend the ways younger children participate in imaginary play, to further encourage their growing confidence and social skills when playing alongside others.

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Inspection activities

 The inspector observed children during their interactions with the childminder and as they played.  The inspector spoke with the childminder about her aims for current activities and of how she plans for children's learning.  The inspector spoke to children. She discussed with the childminder about her understanding of working with an assistant, as she plans to in the future.  The inspector sampled the childminder's documentation and children's records.  The inspector discussed with the childminder how she updates her skills and knowledge, and how she reviews the quality of her practice.

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Effectiveness of the leadership and management is good

The childminder uses her effective policies, procedures and risk assessments to guide her practice, help keep children safe and support their health and well-being. Her partnerships with parents are positive. The childminder actively reviews the strategies to work with them to support consistency for children's care and learning. The childminder is mindful to update her skills and knowledge. She achieves this, for example, through partnerships with the local authority. Safeguarding is effective. The childminder demonstrates a good knowledge of how to protect children and how to report any concerns. The childminder has a secure understanding of the requirements for when working with an assistant, which she plans to in the future.

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Quality of teaching, learning and assessment is good

The childminder knows the children well. She takes time to assess their developmental stages when starting in her care and makes focused observations about their achievements. The childminder confidently reviews children's achievements and her approaches for tracking their progress. This progress is shared regularly with parents, who are encouraged to share their observations about what children enjoy at home. The childminder interacts warmly with children. She is supportive of their developing language and communication skills. For example, she encourages children to use descriptive words during their activities. This includes terms such as 'wriggling', as children describe the creatures they saw during their bug hunt.

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Personal development, behaviour and welfare are good

The childminder is a positive role model for children, who has a warm and caring disposition. She helps children to learn about differences. For example, she talks with them about family celebrations and different cultural experiences, including the ways others may dress for these occasions. The childminder is supportive of children's independence, for example, in making choices about play and in learning how to put on shoes and coats when going outside. She helps children to learn about hygiene routines and the importance of these, such as good handwashing practice.

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Outcomes for children are good

Children enjoy their play and learn a good range of skills. For instance, children extend their physical abilities and acquire early writing skills as they draw with the childminder on chalk boards. They interpret their pictures of ladybirds by explaining that the creatures have 'dots' and legs of 'long lines'. Younger children confidently name some colours of engines as they help to build the train track. They develop early mathematical skills, such as counting, as they work out how many carriages are attached to the engine. Children show readiness for the next stages of their learning.

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Setting details

Unique reference number EY485830 Local authority Bracknell Forest Inspection number 1005643 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 3 Number of children on roll 2

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She lives in Bracknell, Berkshire. The childminder works weekdays throughout 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

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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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