Childminder in Reading

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy, safe and display positive behaviour. For example, they learn to share and are helpful to others. Children have developed close relationships with the childminder. She is caring, kind and helps to foster children's confidence and emotional well-being successfully. Children are well supported with their personal care routines, such as developing their independence when toileting and washing hands.

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The provision is good

Children benefit from a particularly stimulating outdoor area. For example, they spend long periods pretending to be 'builders' and fixing items around the garden. The childminder joins in with the children's play to offer ideas and ask questions. This supports their physical and imaginative development effectively. However, at times, activities are not fully targeted to extend children's individual needs, to help them make progress at a faster rate.

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The provision is good

The childminder provides children with a calm and welcoming environment. She gives clear and consistent guidance to help children know their boundaries, gain good manners and behave well. Children have many opportunities to make decisions about their own play. For example, the childminder encourages them to choose the resources and activities that interest them. The childminder takes children on regular visits to local community places, to help build on their confidence when they are in larger groups.

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need to do better?

n The childminder provides a stimulating environment for children. There are many engaging resources for children to explore and to support their learning. Children are curious and enthusiastic learners. Since the last inspection, the childminder has made improvements. She regularly observes children and provides activities that are matched to their individual interests. However, during some activities, she does not fully make the most of what she knows about what the children can do, to plan precisely for the individual next steps in their learning. n Partnerships with parents are strong. The childminder shares information with parents effectively, using a variety of methods, to maintain two-way communication. Parents value the care that their children receive and speak highly of the childminder. The childminder builds effective communication with other settings children attend, to help ensure good levels of continuity and

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need to do better?

consistency in children's care and learning. n The childminder knows the children well and this supports them to feel safe and secure. Children learn and develop across a broad range of activities and make good progress from their starting points. The childminder provides a good focus

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need to do better?

11 September 2019 on promoting children's communication and language skills. This helps children to develop the key skills for their future learning and in readiness for school. For example, they begin to recognise letter symbols in their name. They develop good mark-making skills and begin to put meaning to the marks that they make. Children are engaged and persevere with tasks that they set out to complete. n Overall, the childminder reflects on her practice and takes effective steps to make necessary improvements. However, she has not fully considered ways to review her ongoing performance and professional development to raise the good quality of teaching to an even higher level. n The childminder assesses risks in the home and takes effective action to address any safety measures. Children develop an understanding of how to stay safe. For example, during the inspection children cautiously moved on balance

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need to do better?

bicycles from the decking area to the grass in the garden, knowing how to do this safely.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the importance of keeping up to date with safeguarding issues. For example, through her own reading and training, she regularly updates her skills and knowledge on wider safeguarding matters. She is aware of how to recognise children who may be at risk, such as from extreme behaviours and views. She understands what action to take if she has concerns about a child's welfare and has appropriate procedures in place.

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should:

n make the most of what is known about individual children so specific areas of development can be targeted for rapid progress n focus professional development more precisely on developing teaching skills to an even higher level.

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Setting details

Unique reference number EY473554 Local authority Reading Inspection number 10065549 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 to 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 8 July 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Reading, West Berkshire. She operates all year round from 7.30am to 6pm. She offers care on a daily basis, before and after school, and during school holidays.

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Inspection activities

n The childminder took the inspector on a tour of all areas of the premises, to understand how the early years provision and the curriculum are organised. n The inspector discussed learning activities and assessed the quality and impact of teaching on the children's learning. She spoke with the childminder and the children at appropriate times during the inspection. n The inspector looked at relevant documentation, including evidence of the suitability of all those living in the household. She also sampled documentation, including children's records and evidence of paediatric first-aid training. n The childminder discussed her self-evaluation processes and plans for improvement.

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Inspection activities

We carried out this inspection 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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Inspection activities

11 September 2019 11 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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