Childminder 108113

Inspection date 6 August 2019 Previous inspection date 2 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 is very caring and attentive. Children feel comfortable and safe, and they settle happily in her care. n The childminder builds good relationships with parents and works in partnership with them. She encourages parents to be fully involved in their children's learning. Parents speak about the good communication they have with the childminder. This ensures that they know their children's ongoing development and progress. n Children learn to be independent from an early age. They learn to do things for themselves, such as helping to prepare fruit for their snack and tidying their toys. Children behave well; they learn to share and take turns. They are very polite and well mannered, and show great affection towards each other and the childminder. n The childminder knows the children well. She uses her observations and assessments accurately to identify what children need to learn next. The childminder carefully tracks

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This provision is good

children's progress. This helps her to swiftly identify any emerging gaps in children's learning or development. n The childminder sometimes does not give children enough time to process their thoughts and further develop their thinking skills. n The childminder does not make the best use of opportunities to enhance children's technology skills and their understanding of how and why things work.

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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 build on the already good use of questioning and allow children more time to process their own thoughts and ideas n maximise opportunities for children to further develop their technology skills and their understanding of how and why things work.

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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 childminder maintains an organised setting and keeps all appropriate records well. She monitors children's attendance, well-being and progress. Safeguarding is effective. The childminder is confident in recognising signs that a child's safety is at risk and how to make a referral. She maintains secure systems for risk assessment and teaches children how to keep themselves safe in her setting and on outings. The childminder is qualified and very experienced. She keeps her training up to date to enhance the quality of her setting, for instance through completing training and meeting up with other professionals to share good practice. The childminder also reflects on her practice regularly and uses the views from parents and children to make any necessary changes.

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Quality of teaching, learning and assessment is good

The childminder is well qualified, experienced and understands how children learn. She supports their early mathematics and encourages children to count various items during play and routines. The childminder pronounces words clearly and gives good explanations to words where needed. She promotes children's literacy skills effectively. The childminder ensures children can freely look at books and use mark-making resources whenever they wish. She reads storybooks of their choice. Children clearly show they enjoy stories as they look at a book together and talk about the pictures.

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Personal development, behaviour and welfare are good

The childminder forms secure partnerships with other early years settings children attend. The childminder collects all important information from parents when their children first start and on an ongoing basis. This all helps to promote continuity of children's learning, development and welfare effectively. The childminder is helping children to learn about a healthy lifestyle. For example, she encourages children to have nutritious, healthy meals and snacks. The childminder also ensures children play energetically out in the fresh air each day. For instance, she organises team games where children run around the garden, throwing and catching the ball to one another.

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Outcomes for children are good

All children, including those in receipt of funded early education, are working comfortably within the range of development typical for their age. They are confident and active. Children are energetic and eager to learn; they develop skills in readiness for school. They use both hands to roll a ball of dough, improving their hand-to-eye coordination and dexterity. Children learn about shapes and numbers and confidently use mathematical terms during their play. This is demonstrated when children talk about shapes and tell each other they can see a 'circle'.

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Setting details

Unique reference number 108113 Local authority Windsor and Maidenhead Inspection number 10066889 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 6 Number of children on roll 6 Date of previous inspection 2 March 2016

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Registers

The childminder registered in 1995 and lives in Maidenhead, Berkshire. She operates her service from Monday to Friday, all year round. She is qualified at level 3 in childcare.

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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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