Childminder EY546679

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder plans a varied and challenging curriculum for children. She has high expectations for what children can achieve and uses her good knowledge of children's interests to help them develop good attitudes to their learning. The childminder places a strong focus on supporting children's communication and language skills. For instance, as children choose books to share, she introduces new descriptive language, such as 'soft' and 'bumpy'. Children hear and use these new words to help broaden their vocabulary skills. Children are confident communicators and develop good speaking and listening skills from an early age.

p.2

The provision is good

Children are well cared for. The childminder creates a happy environment, where children feel safe and secure. There is a strong emphasis on helping children to develop good social skills. The childminder is kind and considerate of children's needs. She encourages children to make choices and listens to children as they share their views and ideas. As a result, children learn how to take turns, are confident and happy to share their ideas, and behave well. These skills help children to be prepared well for their next stage in learning, including their eventual move to school.

p.2

need to do better?

n The childminder promotes children's literacy skills well. Children develop a love of books and enjoy sharing favourite stories. Younger children enjoy looking for favourite characters in books and recognise their reflection as they lift flaps in books to find the mirror. Some children make particularly good progress in their early reading and writing, as the childminder develops these skills well. For instance, children confidently write their own name as the childminder helps them to match these letters with the sounds they represent. These skills help children to develop good foundations for early reading. n Children are very well cared for. The childminder knows children's individual needs and recognises when children need reassurance to help them become confident learners. Younger children enjoy cuddles with the childminder. They snuggle into her as they have a bottle of milk and enjoy sitting on her lap as she

p.2

need to do better?

reads them a story. Older children make choices, such as which fruits they would like for snack time, and the childminder respects and values the choices children make. These strong bonds help to support the emotional well-being of children effectively. n The childminder evaluates her practice well, overall. She recognises where she can make improvements to her setting and daily routines, to continue to provide the best outcomes for all children. For instance, she has successfully developed good systems to build strong partnerships with parents. However, she does not reflect as sharply on her own professional development, to help broaden her

p.2

need to do better?

12 November 2019 knowledge of younger children's development. n Parents speak very highly of the childminder. Daily exchanges of information about children's care and learning help to keep parents informed of children's key achievements. Parents comment on how the childminder helps them with suggestions of how learning can be supported at home. This has been particularly successful with how the childminder and parents work together to promote children's personal, social and emotional development. n Children benefit from a variety of hands-on experiences to develop their understanding of the world around them. For instance, the childminder takes children to outdoor forest school and woodland activities. They visit fruit-picking farms and the childminder teaches them about new fruits and vegetables. Children enjoy choosing, harvesting, cooking and eating these new fruits. This helps to develop children's interest and knowledge of the natural world and

p.2

need to do better?

contributes to activities that promote resilience and positive life skills. n Children benefit from a wide range of activities that are tailored to their individual interests. For instance, some children enjoy painting as they experiment with mixing colours to see what they can make. However, sometimes, activities are not adapted to meet the differing ages and needs of children, to help provide opportunities for all children to freely explore and investigate as they play.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a robust understanding of how to keep children safe. She has clear policies and procedures in place to underpin her good knowledge. The childminder maintains an up-to-date understanding of how to identify if children are at risk of harm, including from wider safeguarding concerns. This helps her to identify when there are concerns about children's welfare and the action she would take to keep children safe. She has a good understanding of online safety and has procedures in place to ensure children are safe online.

p.3

should:

n focus professional development more precisely on gaining skills that can be used to enhance the learning experiences for younger children, based on their particular needs n develop the organisation of activities to suit the differing needs of children, so that they can fully participate and engage in the learning experiences provided.

p.3

Setting details

Unique reference number EY546679 Local authority Bracknell Forest Inspection number 10107849 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 9 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Sandhurst, Berkshire. She provides care for children Monday to Friday, from 7.30am to 6pm, during term time only. The childminder is able to receive funding for children aged two, three and four years.

p.4

Inspection activities

n The inspector completed a joint evaluation of an activity with the childminder and discussed their findings. n The inspector looked at relevant documentation and evidence of suitability of persons living in the household. n The childminder and inspector talked about how the childminder reflects on her own practice. n Parents provided written views of the childminder's service, which the inspector took account of. n The inspector spoke to the childminder and children at appropriate times during the inspection.

p.4

Inspection activities

12 November 2019 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.

p.4

Inspection activities

12 November 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6