Childminder in Reading

Inspection date 29 November 2018 Previous inspection date 14 November 2014

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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 Outstanding 1 Outcomes for children Good 2

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This provision is good

n The childminder uses her experience and knowledge of her role to plan a highly stimulating environment for children. Children are very motivated to play and are very eager to join in with their activities. From a young age, they demonstrate secure emotional bonds and are confident in social situations. For example, children look through their learning journals with the childminder, contently recalling with interest, what they are doing, where and who with. n The childminder knows the children well. She demonstrates a very good understanding of their starting points and ongoing achievements. She interacts warmly and plans effectively for children's next steps. Children make good progress. n Children demonstrate exceptionally positive behaviour at all times. They show high levels of motivation to learn and are respectful to their toys and to the childminder. The childminder is very supportive of helping children learn about the wider world. For

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This provision is good

example, children go on outings within the local community, to support their understanding about difference and similarities of others. n Partnerships with others sharing the care of children are well established. The childminder is proactive to share information about children's learning to ensure consistency for their care and development. Partnerships with parents are positive. Parents are contributing to children's observations and assessments. They are keen to build on the learning their children receive at the setting. n The childminder uses her risk assessments, policies and procedures effectively to support children's health, safety and well-being. n Although the childminder has made improvements to her outdoor environment, she sometimes misses opportunities to build even greater experiences in this area for children's learning.

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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 enhance the opportunities for further learning, using the outdoors as a resource, to promote even better outcomes for children.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder interacting with children during play activities indoors and outdoors. n The inspector spoke with the childminder about her aims for activities and how she plans for children's learning. n The inspector spoke with children present and read written feedback from parents. n The inspector spoke with the childminder about how she updates her skills and knowledge and how she evaluates the quality of her practice. n The inspector sampled the childminder's documentation and children's records.

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Effectiveness of leadership and management is good

The childminder has a good understanding of her role. She keeps her skills updated regularly. For example, she confidently states that training to support her for identifying and working alongside parents for children needing additional support was very helpful for her practice. Safeguarding is effective. The childminder has a secure knowledge of all aspects of safeguarding matters. She knows how to protect children in her care. Parents are happy about the care their children receive. They state passionately that their children's language is improving all the time. They add their children love attending and have 'secure attachments' with the childminder.

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Quality of teaching, learning and assessment is good

The childminder interacts with children very well. Her confident teaching manner enables children to engage, maintain interest and be motivated to learn. For example, the childminder proactively gives children clues to identify shapes in the environment and draws these on large-scale paper for children to copy. She is encouraging of children's confidence. For example, she gives praise as they sing rhymes without her and remember the actions. She supports mathematical reasoning by enhancing children's awareness of number as she asks, for example, 'and two more is?'. The childminder is currently reviewing her effective systems for monitoring children's progress, to ensure more robust practice. She makes focused observations and assessments of children's achievements, which she shares regularly with parents.

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Personal development, behaviour and welfare are outstanding

The childminder is highly supportive of children's self-care and hygiene. For example, children demonstrate they are extremely familiar with hand washing routines from a very early age. They understand the importance of drinking water to replenish their thirst. They use kind language, for instance, saying 'please' and 'thank you' as they explain that they 'like tomatoes best'. The enthusiastic childminder helps children to be well prepared for the next stages of their learning. She is highly supportive and encouraging of children to try new things and develop confidence and independence. For example, young children are incredibly willing to attempt more complex puzzles, such as those that promote learning about opposites. Children listen intently to the childminder's verbal and non-verbal clues as they fit the matching pieces.

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Outcomes for children are good

Children show readiness for the next stages of their learning. They are happy and enjoy a broad range of activities and play. Children develop mathematical awareness as they match cards to the corresponding opposite, such as 'happy' and 'sad' or 'heavy' and 'light'. They demonstrate they understand the context of the differences. Children enjoy role play as they pretend to cook. They use language well as they identify a variety of toy fruits and vegetables. Children experience technology toys, such as the electronic key board. They broaden their communication and speech as they sing favourite songs. As children build towers with blocks, they work out for themselves that the tower is 'wobbly' and what they might do to make it 'steady' as they develop their independent thinking skills.

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Setting details

Unique reference number 116912 Local authority Reading Inspection number 10060525 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 2 - 11 Total number of places 6 Number of children on roll 9 Date of previous inspection 14 November 2014

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Registers

The childminder registered in 1993 and lives in Caversham, Reading. She operates Monday to Thursday for most weeks of the year.

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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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