Raymond, Jennifer Louise

Inspection date 30 July 2019 Previous inspection date 11 January 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 provides a welcoming, stimulating and caring environment. Children settle quickly and develop close attachments with the childminder. She responds well to their individual needs and routines and offers them plenty of reassurance. n Children are making good progress from their starting points. The childminder observes and monitors children's learning. She uses this effectively to help her to identify what children need to learn next. It also helps her to swiftly identify and address any emerging gaps in children's development. n The childminder reflects on her practice and evaluates the service she provides. She takes account of the views of parents and children, which help her to improve and develop her setting. n The childminder develops good partnerships with parents. She follows parents' wishes for their children's routines and preferences. She involves parents in their children's

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This provision is good

learning and offers support and guidance. This helps parents to extend their children's learning at home. n The childminder's partnership with some of the other settings children attend do not consistently promote effective two-way communication about children's learning and development. n The childminder does not make the most of opportunities to extend children's understanding of the importance of hygiene, to further support their good health.

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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 partnerships more with all other settings that the children attend to support their continuity in care and learning further n make more-effective use of opportunities for children to learn about the importance of good hygiene.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector took account of the views of parents through reading the written feedback provided. n The inspector held a number of discussions with the childminder. She looked at a selection of relevant documentation. n The inspector spoke to children during the inspection. n The inspector and the childminder jointly observed and evaluated the effectiveness of an activity together.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder makes sure that her setting is well maintained, safe and secure. She has good knowledge of how to protect children from harm and speaks confidently about the issues that may affect children's welfare. The childminder knows the process to follow if she has a concern about a child in her care. Parents' written comments reflect that they are very happy with the care and education their children receive. They appreciate the good communication they have with the childminder. The childminder has a planned and targeted programme for her ongoing professional development to help further improve the outcomes for children, for instance through relevant training and her own research.

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Quality of teaching, learning and assessment is good

The childminder finds out information from parents when children first start at her setting. She makes sure that toys and resources reflect children's interests and are easily available, promoting their independence. The childminder plans a wide selection of messy-play opportunities. Children love exploring sand and dough while making marks. This helps them to develop the muscles they will need for future writing. The childminder gives good commentary to children's play and speaks clearly and precisely. This is helping children, including those who are learning English as a second language, to learn and use new vocabulary.

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Personal development, behaviour and welfare are good

Children are learning about where foods come from. For instance, they help to tend and harvest tomatoes they have grown in the garden. The childminder teaches children to be kind to each other and to share and take turns. She makes sure there are enough popular resources to minimise any disputes. The childminder teaches children about the world when they go out in the local community. Children learn to socialise with other adults and children and they learn about different cultures, customs and traditions.

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Outcomes for children are good

Children are confident, inquisitive and motivated learners who are eager to play and explore. They are making good progress from their starting points. Children are acquiring the necessary skills they need for successful future learning and in preparation for starting school when the time comes. They are sociable and enjoy playing alongside others. Outdoors, they manage risks when the confidently climb up steps to the playhouse. Children persevere when trying new skills. This is demonstrated when they spend time trying to hold scissors correctly when cutting dough. Children enjoy using their imaginations; they make ice creams and drinks which they serve one another.

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Setting details

Unique reference number EY340001 Local authority Slough Inspection number 10065834 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 - 9 Total number of places 6 Number of children on roll 11 Date of previous inspection 11 January 2016

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Registers

The childminder registered in 2006. She lives in Slough, Berkshire. She operates her service on weekdays for most of the year. The childminder holds a childcare 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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