Childminder EY446259

Overall effectiveness Good

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

p.1

The provision is good

Children are happy in the care of the childminder and they enjoy their time with her. They make good progress in their learning from their starting points. The childminder finds out from the parents about their children's interests and abilities before they start. This, along with settling-in sessions, helps her to meet the children's emotional needs effectively. Children enjoy the warmth and affection that the childminder gives to them. They like cuddling up to her as they listen to stories. Children are kind and considerate and the childminder helps the children to learn about sharing. They receive regular praise from the childminder, which helps to boost their confidence and self-esteem.

p.2

The provision is good

The childminder provides activities which motivate and engage the children to be focused for a long period of time, for example, when exploring with crafts, playing games of skittles and during role play. Children are absorbed in play and demonstrate good concentration skills, such as when they complete pictures to take home. The childminder talks to children about what they are doing and engages them in purposeful conversations. She incorporates age-appropriate questions to support children's developing understanding and use of vocabulary.

p.2

need to do better?

n The childminder provides a welcoming and child-friendly environment. She has a variety of toys and resources to support children's development. The childminder plans a good range of activities, which successfully occupy and engage children. Teaching is strong. The childminder seamlessly interlinks the curriculum throughout her interaction and play with the children. For example, as the children explore with dough, the childminder talks to them about the shapes of the cutters they are using. She encourages the children to count and use their early speech to ask for what they need to create their sculptures. n Children have plenty of opportunities to learn about the world that they live in and enjoy going out to meet and socialise with new people. For instance, children enjoy weekly trips to the local library for singing and story times and playing at the local parks. They develop their relationships as they mix and play

p.2

need to do better?

with other children at toddler groups. Children have a safe garden to explore and play in. They enjoy learning about what animals live outside, such as through observing insects living in the 'bug hotels' and observing the pond wildlife. n The childminder builds good relationships with parents. She provides a range of information for them to refer to and gives regular updates about how the children have been during their day. The childminder regularly shares information about children's progress with parents. However, she does not make the most of opportunities to encourage parents to share information about their

p.2

need to do better?

13 January 2020 children's development, to help her plan more effectively for children's learning. Parents' feedback is very positive, and they say the childminder is 'very flexible' and that their children are 'very happy' in the setting. n The childminder reflects on the activities that she offers to the children well. She clearly knows the children in her care and provides a good range of learning opportunities to help support their development. However, the childminder does not focus as successfully on her own professional development, to help her raise the quality of her provision to an even higher level. n Children are happy and clearly feel safe within the childminder's care, including those very new to the setting. The children have good opportunities to take risks and develop their independence skills well. For instance, they help to get the table ready for their meals and learn how to use a knife safely from a young age

p.2

need to do better?

when they are cutting their fruit. n Partnerships with other providers, including local pre-schools, are secure. The childminder regularly shares information about children's learning with the other settings children attend. This helps to maintain a consistent approach to children's learning and development, while helping to support their eventual move to school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of her roles and responsibilities to keep children safe. She attends regular training and ensures she keeps abreast of any changes in child protection. The childminder can identify signs and symptoms which may indicate that a child is at risk of harm. She is aware of the referral systems to follow if she has any concerns about children's welfare. The childminder provides a welcoming and safe home environment and promotes children's safety during everyday routines. For example, when children are sleeping, the childminder visually checks them to ensure they are safe and sound.

p.3

should:

n extend the information shared with parents further to help support children's learning even more consistently at home and at the setting n enhance practice further, including through relevant professional development opportunities, to maintain and build further on the good-quality provision.

p.3

Setting details

Unique reference number EY446259 Local authority Windsor and Maidenhead Inspection number 10132643 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 11 Total number of places 4 Number of children on roll 3 Date of previous inspection 16 May 2016

p.4

Information about this early years setting

The childminder registered in 2012. She lives in Datchet, Berkshire. She operates weekdays, for most of the year. The childminder has an early years childcare qualification at level 3.

p.4

Inspection activities

n The inspector held a discussion with the childminder to understand how the early years provision and curriculum are organised. n A tour of the premises was undertaken to view the play spaces available to children. n The inspector observed children's routines, play and activities and their interactions with the childminder. n A sample of documentation was viewed, including policies and procedures, and training certificates. n The inspector talked to children at appropriate times during the inspection.

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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

13 January 2020 13 January 2020 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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