Childminder in Reading

Inspection date 9 November 2018 Previous inspection date 23 October 2015

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This inspection: Good 2

Previous inspection: Good 2 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

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The provision is good

n The childminder observes and assess children's progress well. She makes good use of sharing information from parents, to ensure she routinely targets children's learning and care needs precisely. n Children have good opportunities to extend their understanding of the diverse world in which they live. For example, they visit toddler groups, parks and local amenities with the childminder and meet a variety of different people. This helps them to learn to value and respect the differences and similarities between themselves and others. n Children build good relationships with the childminder. They are happy and settled in her care and show good levels of self-confidence and emotional well-being. n The childminder helps children to develop a good understanding of how to stay safe and lead a healthy lifestyle. For example, she ensures they follow good hygiene practices and have regular opportunities for fresh air and exercise.

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The provision is good

n Children develop the skills that prepare them for their future learning. For example, they follow instructions and are happy to complete simple tasks, such as helping to tidy away toys after play.

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It is not yet outstanding because:

n Occasionally, the childminder intervenes in supporting children's learning too quickly and does not recognise when she should allow children to think and solve problems for themselves. n The childminder does not always plan adult-led activities as well as she could, to ensure that children remain interested and engaged as fully as they could.

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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

n support children more effectively to think and solve problems for themselves n plan adult-led activities more precisely to help support children's interest to a higher level.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the areas of the home used by children. n The inspector observed the quality of teaching and the impact on children's learning. n The inspector viewed relevant documentation, including evidence of paediatric first-aid training and public liability insurance. n The inspector completed a joint evaluation of an activity with the childminder and discussed children's development. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the signs that a child might be at risk of harm. She knows the procedure to follow if she has concerns about a child's welfare. The childminder makes good use of networking opportunities to help keep her knowledge and skills up to date. For example, she regularly meets with other childminders to share ideas and discuss practice issues. Parents have good opportunities to be involved in the self-evaluation of the provision. The childminder has regular discussions with them to enable them to make suggestions for improvement. Since the last inspection, the childminder has improved the way she communicates with parents about children's learning and development, so that they can continue supporting their children's learning at home.

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Quality of teaching, learning and assessment is good

The childminder interacts well with children. She uses effective teaching skills when playing with children, such as showing them how to do things and encouraging them to try new things. These positive interactions help children to make good progress. The childminder skilfully supports children's communication skills. For example, she talks clearly to them and introduces new words as they play, such as naming wild animals and their sounds, to help increase children's vocabulary. The childminder makes good use of spontaneous opportunities to help children learn. For instance, she uses children's interest in sorting coloured pegs, to help them to learn colours and use simple counting as they play. Children enjoy being imaginative. For example, they pretend to visit the supermarket and gather items to scan through the checkout. The childminder uses these interests to introduce mathematical language, such as encouraging young children to

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Quality of teaching, learning and assessment is good

recognise when the basket is full and when it is empty.

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Personal development, behaviour and welfare are good

Children behave well. The childminder is a good role model and sets clear boundaries for behaviour. She is conscientious about ensuring that children are safe and checks the environment daily to help identify and eliminate any risks. Children receive lots of praise and encouragement as they play, which helps them to develop a positive sense of themselves. They are keen to learn and complete tasks independently. For instance, they help the childminder to prepare snacks and take their plates to the kitchen when they have finished eating.

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Outcomes for children are good

Children are keen learners. They are emotionally secure, which helps to ensure their readiness for the next stage in their learning, including pre-school and school. Children are curious and keen to explore a good range of interesting experiences. They are inquisitive and like to try things for themselves, such as when they use paintbrushes and paint to make marks on paper. Young children have a good understanding of how to use technology. For example, they know they need to press the buttons on electronic toys to make them make sounds.

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Setting details

Unique reference number EY362650 Local authority Reading Inspection number 10065536 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 5 Number of children on roll 2 Date of previous inspection 23 October 2015

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Registers

The childminder registered in 2007 and lives in Caversham, Berkshire. The childminder has a qualification in children's care, learning and development at level 3. She operates all year round from 7.00am to 5pm, Monday to Thursday and from 8.00am to 12pm on Fridays, except for bank holidays and family holidays.

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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.

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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.

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Registers

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Registers

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Registers

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Registers

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