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 make good progress from their starting points. They have fun as they learn, and, in turn, they are eager to try new things and investigate with motivation. This creates a good foundation for learning. Children develop good communication skills. They excitedly join in singing songs and enthusiastically copy the actions to their favourite songs, such as 'Head, shoulders, knees and toes'.

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The provision is good

Children are confident and assertive. They lead their own play and demonstrate a 'can-do' attitude towards their learning. They become absorbed in imaginative activities and show determination as they refine their physical skills. Children develop good early literacy skills. For example, they enjoy books, learn the sounds letters make and are eager to name objects on a variety of posters. The childminder is skilful at introducing new vocabulary.

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The provision is good

Children develop secure attachments to the childminder, and this provides reassurance as they readily go to her for cuddles when they are tired or upset. They seek out the childminder to join in their games and sit closely during their play, clearly sharing positive relationships.

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need to do better?

n The childminder works in partnership with parents effectively. She enhances parents' understanding about how their child's learning can be supported at home, for instance through daily chats and the sharing of photographs and information about children's achievements. Parents are complimentary about the childminder and the good progress their children have made. n The childminder provides a welcoming and friendly environment for children, where they help themselves to a good range of toys and resources. Children move freely between indoors and outside as they follow their interests and direct their play. The childminder provides activities that captivate children's attention and motivate them. However, she does not use the information she gathers from observing children well enough to plan precisely to help them make the best possible progress. n Children's behaviour is good. The childminder is positive and consistent in her

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need to do better?

approach and treats children with respect. She offers praise and encouragement when children tidy away. This helps to support children's self-esteem. n The childminder promotes children's understanding of the natural world well and she talks to them about what they can see, hear and feel during the activities. For example, children explored the different textures and colours of pasta as they sorted them into different pots. Children's physical health is supported well as they enjoy many opportunities to play outside and to develop their physical skills in the garden or when visiting local parks.

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need to do better?

16 September 2019 n The childminder is affectionate and gentle in her interactions with the children. Children learn and develop across a broad range of activities. The childminder gives good emphasis to promoting children's communication and language skills. Children are eager to copy new words and engage in simple conversations with the childminder, who asks appropriate questions and gives children time to think and respond. n The childminder develops effective relationships with other professionals. For example, she discusses good-practice ideas and compares teaching techniques with other childminders. The childminder makes good use of these relationships to help her reflect on and improve her practice. n The childminder supports children to respect and learn about other people who are different from themselves. However, she recognises that she does not provide enough opportunities for children who speak English as an additional

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need to do better?

language to hear and use their home language fully, to represent and value their identity even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of her responsibilities associated with child protection. She is confident to identify and swiftly respond to safeguarding concerns in an appropriate manner, if required. She has suitable procedures in place and attends training to make sure her knowledge is up to date. The childminder understands how to recognise children who may be at risk, such as from extreme behaviours and views.

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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 extend opportunities for children who speak English as an additional language to hear and use their home language.

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Setting details

Unique reference number 117034 Local authority Reading Inspection number 10065541 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 7 Total number of places 6 Number of children on roll 5 Date of previous inspection 12 January 2016

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Information about this early years setting

The childminder registered in 2002 and lives in Reading, Berkshire. She offers care Monday to Friday, from 7.30am to 6pm, all year round.

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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 is 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 took account of parents' views through their written comments. n The inspector discussed the childminder's 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

16 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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