Childminder in Slough

Inspection date 8 February 2019 Previous inspection date 9 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 Good 2 Outcomes for children Good 2

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This provision is good

n The childminder monitors children's progress carefully to establish what they know and can do. This helps her to quickly identify any emerging gaps in their progress and provide activities that target their individual learning. n Secure relationships between the childminder and the children are evident. Children demonstrate that they feel safe and secure, such as when they snuggle up to the childminder when looking at books and listening to stories. n The childminder supports children's mathematical skills well. For instance, children eagerly join in with number songs and rhymes and count how many fruit and vegetables they see in books. n Partnerships with parents are good. The childminder regularly shares information with them about the progress that children make and suggests ways in which they can support learning at home. n The childminder is highly skilled in helping children to gain communication and

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This provision is good

language skills. For instance, she encourages them to hold a conversation and asks them questions about why things happen. n Children make good progress from their starting points. They gain the skills they need for their future learning and eventual move to school. For example, they understand how to behave well and show high levels of skill in speaking and listening. n The childminder does not consistently encourage children to express their thoughts and ideas, to further extend their creativity. n The childminder does not make the best possible use of professional development opportunities, to help extend her knowledge and skills.

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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 provide more opportunities for children to express their own thoughts and ideas, such as during creative activities n make better use of professional development opportunities to help keep knowledge and skills up to date, to help raise the quality of teaching to the highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the interactions between the childminder and children and considered the impact on their learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector sampled written feedback from parents and took their views into account. n The inspector viewed relevant documentation, including evidence of paediatric first-aid training and public liability insurance. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children and how she monitors their learning and development.

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Effectiveness of leadership and management is good

The childminder uses self-evaluation effectively. She takes account of the views of parents, children and other professionals to help strengthen her practice. She has a clear vision of the improvements she wishes to make so that she can further promote good outcomes for children. The arrangements for safeguarding are effective. The childminder has a good knowledge and understanding of the signs that may indicate a concern about a child's welfare. She knows the procedure to follow if she has concerns about a child. Children's safety is given good priority. The childminder supervises them well and makes regular risk assessments to check the play areas and equipment are safe. She helps children to understand how to keep themselves safe, such as holding hands when walking to and from school.

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Quality of teaching, learning and assessment is good

The childminder promotes children's learning successfully. She provides activities to help children show curiosity, including developing an awareness of technology. For example, children play with remote control cars and talk about why some toys need batteries to make them work. The childminder interacts well with children and uses effective teaching methods to help them to learn. Young children are eager to participate in activities and direct their own play. For example, they have lots of fun as they pretend to bathe and care for dolls. The childminder uses these interests to extend their learning further, such as asking them what things they need to care for their babies. Toddlers know that they use soap to wash the babies and a towel to dry them and recall their experiences of bath time.

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Personal development, behaviour and welfare are good

Children benefit from lots of individual attention and build positive relationships with the childminder. They demonstrate good levels of self-confidence, emotional well-being and show pride in their achievements. For example, they celebrate by clapping and jumping up and down when they complete difficult tasks, including dressing and undressing dolls. The childminder acts as a positive role model and provides children with routines and clear boundaries to guide their behaviour. She is calm and consistent in her approach and gives children gentle reminders to help them to learn. For instance, she reinforces rules to help them to understand the differences between right and wrong. She supports children's understanding of leading a healthy lifestyle. Children benefit from regular fresh air and exercise in the childminder's garden and during visits to parks.

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Outcomes for children are good

Children have a positive approach to learning and demonstrate a strong willingness to explore new things. They develop a love of books, join in with action songs and confidently imitate animal sounds. They exhibit friendly behaviour and make good relationships with other children. They make independent choices, become fully engaged in activities and concentrate for long periods.

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Setting details

Unique reference number 105446 Local authority Slough Inspection number 10065825 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 6 Number of children on roll 4 Date of previous inspection 9 May 2016

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Registers

The childminder registered in 1992. She lives in Langley, Berkshire. The childminder operates five days a week all year, between 8am and 6pm. The settling receives funding to provide free early education for children aged 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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