Childminder in Bracknell Forest

Inspection date 6 February 2019 Previous inspection date 15 March 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 Good 2 Outcomes for children Good 2

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This provision is good

n The childminder develops very good partnerships with parents. She listens to their feedback, and her easy communication style helps her to deliver a consistent approach to children's care and welfare. For example, the childminder shares information about the new foods children have tried and enjoyed each day. n The childminder completes good progress checks for two-year-old children. These provide a short written summary of children's progress in the prime areas of learning. Health visitors indicate that they appreciate the timeliness of her updates, and parents agree that they provide accurate and helpful information. n The childminder works particularly well with parents to support children's emotional well-being, and to help children learn about and manage their emotions. Children have a strong sense of belonging, and are emotionally secure and self-confident. n Outcomes for children are good. For example, they are enthusiastic to try new things,

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This provision is good

curious to find out more and confident to question adults for more information. n The childminder does not monitor children's progress precisely enough to be sure that they are achieving the highest levels of progress in all areas of their learning. n The childminder does not share her wealth of knowledge about children's development, interests and individual needs effectively, to enrich their move to school.

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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 refine the arrangements for monitoring children's progress, to help them reach the highest possible levels of achievement n extend links and information sharing with local schools to help promote children's move to school.

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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. 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 spoke with the childminder about the impact of her training, experience and practice on children's well-being, learning and development.

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Effectiveness of leadership and management is good

The childminder uses her warm personality, extensive experience and perceptive observations to help create a very welcoming setting where children quickly relax, play and learn. She reflects carefully on her practice and constantly makes small improvements to meet children's individual needs and interests. For example, she rotates toys and books in the play room to reflect children's current choice of play and challenge their further exploration. The childminder uses her established professional network well to keep herself up to date with guidance and good practice. She is accountable to parents and provides them with the key policies and procedures she uses to underpin children's health and welfare. The childminder knows how to identify and respond appropriately to concerns about children's safety and protection. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder knows each child in her care very well overall. She has clear ideas about the next steps in their development and skilfully creates opportunities for children to master new skills and concepts. For example, as she shares story books with children of different ages, she prompts older children to make connections between initial letters, sounds and printed words. Younger children gain the confidence to join in with familiar rhymes and phrases. The childminder uses the internet safely and effectively, to help keep her ideas fresh and identify helpful resources and information. For instance, she has recently completed an online training course and sees this as a way to continue to extend her knowledge and skills to raise the quality of her teaching even further.

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Personal development, behaviour and welfare are good

The childminder prepares children well for new experiences and they are very secure in her presence. Children are socially confident and willing to share their ideas, views and concerns with her and with other people they meet. The childminder provides a wealth of opportunities for children to master new physical skills. For instance, children delight in using a wide variety of toys to manoeuvre, climb, slide and dig in her garden. The childminder helps children to overcome a fear of heights. She creates opportunities for children to climb increasingly challenging apparatus with her support. Young children gain high levels of self-confidence and independence in managing small tasks for themselves, in time for school. For instance, they learn to use safety knives to chop and examine new fruit and vegetables.

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Outcomes for children are good

All children make good progress and are well prepared for the next stage in their learning, including school. For example, children listen and attend for lengthy periods. They develop a broad vocabulary and a secure understanding that books can be fascinating. Children adopt and extend ideas from stories in their imaginative play. They learn that true stories give them insights into very different worlds from their own and that there are many similarities between people, wherever they live. Children learn to use a wide range of small tools, hold pencils correctly and write their name on their artwork.

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Setting details

Unique reference number 112511 Local authority Bracknell Forest Inspection number 10072276 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 - 4 Total number of places 6 Number of children on roll 2 Date of previous inspection 15 March 2016

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Registers

The childminder registered in 1993 and is located in Sandhurst, Berkshire. She works from Tuesday to Friday throughout 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.

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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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