Childminder in Windsor and Maidenhead

Inspection date

Previous inspection date 6 June 2018 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. She offers a welcoming and interesting environment where children play happily and behave very well.  The childminder knows the children well. She spends time with parents to develop her understanding of children's backgrounds and starting points. She is aware of children's interests and plans effectively for their learning. Children make good progress.  Children are keen to take part in their activities and enjoy their play. They benefit from the childminder's teaching skills, for example, as she helps them use new words and phrases during their activities that enhance their developing language.  The childminder uses her risk assessments, policies and procedures effectively to guide her practice and support children's health, safety and well-being. She is consistent in the messages she gives to children. Therefore, they understand the routines of the day.

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This provision is good

 The childminder has established positive partnerships with others who share the care of the children attending. She is confident to build on the learning children receive elsewhere, to offer consistency for their care and development.

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It is not yet outstanding because:

 The childminder misses some chances to help children develop a stronger interest in literacy, for example, through their enjoyment of books and written materials.  Sometimes, the childminder does not make the most of opportunities to broaden ways for children to develop, express and understand their feelings.

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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 opportunities to extend children's developing literacy awareness  encourage different ways for children to become even more aware of their feelings and emotions, to support their confidence and self-awareness further.

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Inspection activities

 The inspector observed the childminder during her interactions with children as they played and discussed with her the learning that took place.  The inspector spoke with the childminder about how she updates her skills and knowledge, and how she evaluates the quality of her provision.  The inspector discussed with the childminder how she plans for children's learning and the aims for activities at the inspection.  The inspector spoke with children and read feedback from parents.  The inspector sampled the childminder's documentation and children's records.

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Effectiveness of the leadership and management is good

The childminder evaluates her practice well. For example, she regularly updates her skills and knowledge. She has used training to guide her interactions with children and to enable her to support children's communication better. This has made a positive impact, particularly for children who are just starting to use language. The childminder is reflective about the quality of her provision. She is confident to make changes to improve further. For example, she has adapted her systems for monitoring the progress children make and feels this provides her with a better understanding of their achievements. Safeguarding is effective. The childminder has a good knowledge of all aspects of safeguarding children. She understands how to protect the children in her care. Parents are positive about the care their children receive. They state, for example, that children settle well and that feedback is good. They add that children's vocabulary is improving.

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Quality of teaching, learning and assessment is good

The enthusiastic childminder is a positive role model to children. She is confident in her interactions and supportive of children's learning. For example, she extends children's play effectively by using language, such as 'flat', 'push', 'squish', and 'squash', as they mould with dough. She demonstrates to younger children how to 'roll' out the dough and make balls. The childminder makes regular observations of children's achievements. She is confident to act on any gaps in their learning and make interventions to ensure all children reach their potential. She monitors children's progress accurately and plans securely for their next steps of learning.

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Personal development, behaviour and welfare are good

The childminder helps children to form warm bonds with her and they are happy to ask her for a cuddle when needed. The childminder effectively supports children's awareness of the differences between people and helps them to understand each other's needs, share toys and play together respectfully. Children show evolving independence. For example, they are keen to help set up activities, such as taking lids of pots of moulding dough and sharing out resources. They watch as the childminder demonstrates how to make sandcastles in the sandpit. They copy her and follow her guidance to 'tap it down'. Children receive regular opportunities for outdoor learning and benefit from fresh air and exercise. The childminder offers outings as part of helping children to socialise.

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Outcomes for children are good

Children enjoy their play and are motivated to learn. For example, they enjoy playing musical instruments and are able to name some of these, such as drums and the triangle. They confidently play the instruments and sing rhymes with the childminder. Children are keen to identify colours and count numbers, including working out what adding one more will be in total. They are attentive when listening to stories and have fun exploring with sensory play, such as when they hunt for hidden objects in a large bowl of dried pasta. Children show readiness for the next stages of their learning.

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Setting details

Unique reference number EY501069 Local authority Windsor & Maidenhead Inspection number 1055399 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016. She lives in Eton, Berkshire. She has a relevant childcare qualification at level 3. The childminder works from Monday to Friday 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

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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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