Childminder EY501145

Inspection date 11 October 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

The provision is good

n Partnerships with parents are good. The childminder keeps them very well informed of their children's progress. She listens to parent views and incorporates these into children's individual learning plans. n The childminder has strong relationships with children and swiftly responds to their individual needs. For example, in the presence of visitors, she provides warm, reassuring cuddles. This helps to contribute to their good level of emotional security. n Children behave well. They share their toys, listen carefully and follow instructions. The childminder praises their achievements, which motivates them further and helps to boost their self-esteem. n The childminder makes accurate assessments of children's progress and identifies their next steps in learning effectively. All children make good progress from their starting points. n The childminder supervises children vigilantly. She identifies potential risks and

p.1

The provision is good

implements safety measures effectively to minimise hazards.

p.1

It is not yet outstanding because:

n The childminder does not consistently provide opportunities for younger children to make independent decisions and choices in their play. n The childminder has not yet developed a precise plan for her professional development to help improve her good teaching skills even further.

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

n increase opportunities for younger children to make further independent decisions and choices in their play n explore different ways to enhance teaching practice and achieve even better outcomes for children.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector toured the premises and reviewed the resources with the childminder. n The inspector observed the childminder and children during their activities and discussed her observations with the childminder. n The inspector held discussions with the childminder and children throughout the inspection. n The inspector looked at a range of documentation, including policies and procedures, risk assessments and the children's learning and assessment records.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her role and responsibilities to protect the welfare of children. She attends child protection training and has a good understanding of the necessary action to take if she has any concerns about a child. The childminder provides a high-quality service for children and families. She accurately tracks children's progress, implements targeted teaching and narrows gaps in children's learning quickly. The childminder evaluates her provision effectively and sets targets for continued improvement that benefit the children. For example, she is developing her garden to provide even more activities for children who enjoying learning outdoors.

p.3

Quality of teaching, learning and assessment is good

The childminder effectively promotes children's understanding of the world. For example, children hunt for bugs in the garden and explore natural resources, such as leaves and fir cones. The childminder constantly interacts with children and models words clearly. She consistently asks children questions, such as encouraging them to think about how the objects feel. This helps to develop their language and growing vocabulary. The childminder promotes children's mathematical development well. For example, she encourages an understanding of shape, colour and number during daily routines and activities. Children show good imagination and enjoy role-play activities, such as making the childminder a cup of tea. They press buttons on the toaster and show a growing understanding of technology.

p.3

Personal development, behaviour and welfare are good

The childminder provides a warm and nurturing environment. She is attentive and takes time to get to know children and their families well. For example, children enjoy visits with their parents prior to starting at the setting. This helps to ensure children quickly settle into her care. Children gain a good awareness of their immediate community and engage in activities that teach them about the wider world. For example, they enjoy outings to feed the ducks and regular trips to the park. Children play outdoors regularly and benefit from many opportunities to be physically active. They learn road safety and take part in evacuation drills. This helps to promote their awareness of personal safety.

p.3

Outcomes for children are good

Children are inquisitive, eager to learn and persevere during their play. They develop good small-muscle skills, such as posting and twisting objects. This helps to support their early writing skills. Children show good hand-to-eye coordination. For example, they concentrate well and successfully connect magnetic objects together. They develop a wide range of skills that prepares them well for their next stage in learning, including starting school.

p.3

Setting details

Unique reference number EY501145 Local authority Windsor and Maidenhead Inspection number 10060964 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 5 Total number of places 4 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Staines Upon Thames. The childminder cares for children Monday to Friday from 8am to 6pm, term time only. The childminder holds an appropriate home based childcare qualification.

p.4

Registers

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

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5