Childminder EY541853

Inspection date 4 February 2019 Previous inspection date Not applicable

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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

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This provision is good

n The ambitious and thoughtful childminder actively reflects on the service she provides and seeks the views of parents and children to help drive further improvements. n The childminder has strong relationships with the children. She cuddles them and gives them constant praise, helping to build their positive self-esteem and emotional well- being. n The childminder values professional development, to maintain and build on her good standards of care and teaching. For example, she researches ideas to enhance children's learning, such as how to support their early writing skills in different activities. Children make good progress in all areas of learning. n The childminder has highly effective arrangements to share details of children's learning and next steps. For example, she uses online communication to share information about the activities children have enjoyed. This helps all parents to feel fully involved, including those who work overseas or frequently work away from home.

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This provision is good

n The childminder does not always make the most of opportunities for children to gain an early understanding about diversity and the wider world. n Although the childminder asks children interesting questions, she does not consistently give children time to talk and respond to questions, to help extend their good communication and language development further.

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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 further opportunities for children to gain a greater awareness of the wider world and learn about the similarities and differences among people n give children more time to think, talk and respond to questions asked.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector looked at some documentation and held a discussion with the childminder. n The inspector looked closely at the progress of several children. n The inspector read comments from several parents and took account of their views. n The inspector sampled documentation and discussed the childminder's knowledge of the requirements of the early years foundation stage.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is alert to signs that indicate that children may be at risk of abuse. She knows the procedures to follow and who to contact in the local authority about any such concerns. The childminder implements a good range of policies and procedures to help her run the provision effectively and keep children safe. She uses risk assessments to identify and reduce hazards to children's safety. For example, she practises regular fire drills and talks to children about 'stranger danger'. The childminder keeps her knowledge current, for example, by sourcing relevant training and shares good practice and ideas with other local childminders. The childminder has developed effective partnerships with other settings that children attend, including schools. They work together well to meet children's care needs effectively.

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Quality of teaching, learning and assessment is good

The childminder follows children's interests and has a clear focus on engaging children through the activities they like best. She makes regular and accurate assessments of children's learning and shares the progress they make with their parents. The childminder successfully supports children's creative development and their understanding that print carries meaning. For instance, children use paint to make marks and choose resources from labelled storage boxes. She encourages children to create their own ideas and games and supports them well in achieving these. For example, children construct a den from various resources indoors.

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Personal development, behaviour and welfare are good

Children form strong emotional attachments with the childminder and are relaxed in her welcoming home. Children's behaviour is good. They concentrate well during activities and are motivated to learn. The childminder encourages good manners and helps children to play cooperatively. Children have time outside every day, enjoying the fresh air and opportunities for physical exercise. They are developing a good understanding of healthy lifestyles. The childminder teaches children to follow good hygiene routines and talks to them about the benefits of eating healthy food. She works with parents well to help ensure that children have nutritious meals.

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Outcomes for children are good

Children learn the necessary skills needed to be ready for moving on to nursery or school. They are supported and encouraged to use the toilet and to wash their own hands. Children are learning to be independent, for example, they confidently use knives to cut up their fruit for snack. Children enjoy role play and developing their imaginative skills as they pretend to serve food on plates, just like they have seen at home. They extend this play as they wrap their toy dolls in blankets and rock them to sleep.

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Setting details

Unique reference number EY541853 Local authority Bracknell Forest Inspection number 10090046 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 - 5 Total number of places 5 Number of children on roll 4 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017. She lives in Bracknell, Berkshire. The childminder works Monday to Thursday, 7am to 5.30pm, for most of the year. She accepts funding for free early education for children aged two, three and four years.

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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

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

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