Staines, Emma Jayne

Inspection date 30 January 2019 Previous inspection date 4 May 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 Partnerships with parents and with other professionals who work with the children, such as nursery practitioners, are excellent. The childminder uses different channels of communication very effectively to help prepare children for new ventures in their community. n The childminder uses her thorough and accurate assessments to identify the next steps in children's learning and promote their development. Children enjoy a wide range of opportunities to practise and master new skills. n The childminder closely monitors the rate of children's progress in all aspects of their learning to identify their strengths and address areas where they need more help. Children who start with speech delays soon gain the communication and speech skills to catch up with their age group. n The childminder and her assistant provide an extremely stable and secure homely environment. They very skilfully and kindly promote children's confidence, positive

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This provision is good

behaviour and respectful relationships. Children rapidly become self-assured and develop excellent social skills. n Outcomes for children are good. Children are well prepared for school. For example, they develop a good understanding of mathematical language that helps them to make comparisons as they sort, count and sequence items according to size. n The childminder and her assistant do not make the best use of opportunities to gently challenge children's thinking and learning to even higher levels, for example, to help children think through a plan, work out a solution to a problem or try to express their ideas more precisely.

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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 make better use of opportunities to gently challenge children's thinking and learning to an even higher level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed, listened to and talked with children as they played indoors and prepared to go to nursery. n The inspector reviewed policies and discussed the procedures relating to children's safety and welfare with the childminder. n The inspector looked at children's records, the childminder's planning and evaluation of activities, and information exchanged with parents. n The inspector took account of the views of parents spoken to on the day and reviewed written communication from parents. n The inspector undertook a joint observation with the childminder and spoke with her about how she monitored her assistant and the impact of her training on raising outcomes for children.

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Effectiveness of leadership and management is good

The childminder is highly accountable and organised in all areas of her practice, which she reviews thoroughly. Recent improvements include new ways of sharing high-quality information, guidance and assessments with children's parents. She has a very good understanding of children's individual needs, interests and achievements, and she uses this knowledge to help children make good progress. Safeguarding is effective. The childminder is particularly well trained in safeguarding and welfare. She checks that her assistant understands how to respond appropriately to any child protection concerns and shares up-to-date information, policies and procedures with parents.

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Quality of teaching, learning and assessment is good

The childminder is well qualified, and her husband, who is registered as her assistant, is just completing his level 3 qualification. The childminder works with his college tutors and continues to monitor and guide his practice to ensure that it is of a high standard. The childminder also continues to study and apply new ideas to raise the quality of her own teaching. For example, she has a clear understanding of how to prepare children for starting nurseries and schools. Children quickly learn to independently manage skills, such as fastening clothes, toileting and tidying. With parental permission, the childminder works closely with other professionals to provide continuity in children's care and learning. Children are very settled and happy.

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Personal development, behaviour and welfare are outstanding

The childminder and her assistant create a very welcoming, relaxed and nurturing home. They work exceptionally well as a team to meet every child's needs and help them pursue their individual interests. For example, younger children sleep in comfort at the setting as older children are taken to nursery. Children who love to sing and make up stories do so, while others concentrate diligently as they master balancing different shapes of construction blocks. The childminder creates exciting play environments indoors and outdoors. For instance, children move freely between easily accessible toys and props indoors and in the garden. They play imaginatively in different locations and are encouraged to pursue physical activities of their choice, such as football and using the swings. Children are curious to explore and do not give up easily when they experiment.

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Outcomes for children are good

All children make good progress in their learning. For example, adaptions are made to support children with slower starts and they take full advantage of joining in with group activities. Children from very different backgrounds learn that they are all valued equally. They meet the childminder's high expectations for their treatment of each other and are learning to take some responsibility for their environment. Children are extremely well prepared for the next stage in their learning, including school. For instance, they are practised in using small tools, such as cutlery, crayons and pencils.

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Setting details

Unique reference number EY459492 Local authority Bracknell Forest Inspection number 10075397 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 - 8 Total number of places 12 Number of children on roll 5 Date of previous inspection 4 May 2016

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Registers

The childminder registered in 2013. She works with her husband, who is registered as her assistant. The childminder works from 8am to 6pm each weekday for most of the year. The childminder is in receipt of funding for the provision of free early education to children aged two, three and four years. She holds an appropriate qualification at level 3.

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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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