Le Roux, Charmaine Lee

Inspection date 10 December 2018 Previous inspection date 20 June 2016

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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's home is extremely warm and inviting for children. The childminder is very kind and caring, and recognises the uniqueness of each child. Children settle quickly and form exceptionally strong emotional attachments with her. This helps support their emotional well-being. n Partnerships with parents are strong, overall. Children benefit significantly from the ongoing exchange of information between the childminder and parents to ensure consistency in meeting their needs. The childminder and parents work very closely together to help parents continue children's learning at home, for example, to help them manage their feelings, potty train and use cutlery. Children make good progress from their starting points. n The childminder manages children's behaviour calmly and consistently. Children's behaviour is excellent. The childminder is a very positive role model for them and demonstrates respect, kindness and consideration, which even younger children copy.

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This provision is good

For example, they amicably take turns and demonstrate kindness as they share resources without prompting. n The childminder reflects well on the service she provides and has met all recommendations from the previous inspection. For instance, she plans and provides children with a rich range of inspiring creative activities and interesting experiences that broaden their knowledge and meet their individual needs. n The childminder sometimes over directs children and does not consistently recognise the benefits of their uninterrupted exploratory play. n The childminder misses chances to encourage parents to share what they know their child can already do when they first start.

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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 develop the quality of teaching to recognise when play should continue uninterrupted to help ensure the highest levels of achievement for all children n encourage parents more effectively to consistently share what they know about their children's achievements when they first join the setting.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities and interactions between the childminder and the children. n The inspector looked at children's resources, information and developmental records, and discussed how the childminder shares information with parents, carers and shared providers. n The inspector discussed the childminder's risk assessments, evaluation systems, and a range of policies and procedures. n The inspector carried out a joint observation of a planned activity with the childminder. n The inspector took account of parents' views through messages and letters.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is confident about the procedures to follow to protect children and ensure their safety. She has up-to-date knowledge of changes to safeguarding guidelines, for example, data protection information. The childminder continually aims to improve her knowledge and skills further. For instance, she regularly reflects on childcare issues and exchanges ideas with other childminders. The childminder effectively monitors children's development, which helps to ensure they make good progress. She quickly identifies any areas where they may need extra support, and promptly acts to address these. For example, she carries out research online to identify specific activities to improve outcomes and address individual children's needs.

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Quality of teaching, learning and assessment is good

The childminder plans activities, resources and story times around individual children's interests, such as animals and interactive books. She introduces new words, counting and mathematical language as children play. Early mark-making opportunities are available throughout the day, and there is a clear focus on developing children's early reading skills. The childminder uses play opportunities to develop children's communication and language skills and their understanding of the world. For example, they talk about animals living in a cold climate, explore ice cubes to create a habitat for them and enjoy looking at pictures, such as to recall where a penguin lives. She introduces new words, corrects pronunciation and overall, uses good questioning to help children think for themselves.

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Personal development, behaviour and welfare are outstanding

The dedicated childminder provides exceptionally good levels of care for children. She has a considerable understanding of each child, which fully supports their care and development. Personalised settling-in plans, with detailed information about children's individual care and routines, enable new children to quickly form strong relationships with her. The childminder is very respectful of children. For example, she asks permission before nappy changes and checks if children would like her help as they persevere with tasks. The childminder gives very clear and consistent guidance to help children become independent. She keeps children safe while allowing them to manage appropriate risks that support their development and help them gain new skills. For example, younger children learn how to cut their fruit with metal knives during snack time.

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Outcomes for children are good

Children make good progress and gain skills to help with their move to school. Children gain confidence in speaking. They learn new words, for example, as they freely explore sensory activities, and sing rhyming songs. Children develop excellent hygiene routines, learn to take risks, and manage their own personal care. They learn to listen well in group situations and to make their own choices and decisions. They are confident learners and ready to explore and experiment in their own way.

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Setting details

Unique reference number EY382643 Local authority West Berkshire Inspection number 10066594 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 - 10 Total number of places 6 Number of children on roll 12 Date of previous inspection 20 June 2016

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Registers

The childminder registered in 2008. She lives in the Wash Common area of Newbury, Berkshire. The childminder operates her service each weekday from 7.30am until 6pm, all year round, with the exception of family holidays and bank 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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