Childminder EY431113

Overall effectiveness Good

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

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The provision is good

Children build close relationships with the childminder and enjoy her company. They show they feel safe and comfortable in the welcoming and homely environment. Children behave well. The childminder is a positive role model. She praises children's achievements, which successfully promotes their confidence and self-esteem. The childminder delivers clear messages and explains her expectations in a way that children understand. Children learn to say 'please' and 'thank you' in the right context. They are polite and well mannered.

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The provision is good

Children are extremely confident speakers. The childminder focuses exceptionally well on developing children's communication and language to help secure excellent foundations for their future learning. She asks children remarkably interesting questions to help her to discover what they already know and challenge their thinking skills. For example, she asks many questions that motivate older children's interest during a favourite story. Older children are very keen to share their own ideas and listen well. During stories, they show an excellent knowledge of different animal habitats. Babies demonstrate a real love for books. For instance, they move from their play to sit and listen to stories and smile as they listen attentively. Children make excellent progress from their starting points, and are extremely well prepared for the next stage in their learning.

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need to do better?

n The childminder constantly demonstrates characteristics of high-quality teaching. She uses every opportunity to model, demonstrate and support new skills and deepen children's knowledge. The childminder enables children to explore their own thoughts and preferences in their play and she provides constant opportunities for them to make individual choices. n The childminder prepares the indoor environment with highly stimulating activities that capture children's interests. For example, younger children show high levels of curiosity as they feel the texture of water beads. Older children practise more-challenging physical skills, including using new tools, such as scoops and tongs, to pick up the small beads. This helps to strengthen their small-muscle skills in preparation for early writing. n Children develop a keen interest in early mathematics from a young age. The childminder skilfully incorporates the use of numbers into everyday play. For

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need to do better?

example, children sort objects into different groups and she challenges them to compare which group has 'more' or 'less'. Babies enjoy listening to counting in songs and rhymes and clap and cheer at the end. n Parents speak very highly of the childminder. They comment that their children have made rapid progress in their learning, particularly towards speech development. The childminder shares daily information and ongoing

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need to do better?

29 January 2020 assessments with parents, which supports her high continuity in care and learning. She also shares next steps and ideas to support learning at home. n Overall, children are supported to develop their independence well. For example, young children feed themselves and learn to wipe their hands and faces after mealtimes. Older children manage their own self-care needs well. However, the childminder sometimes misses opportunities to reinforce children's understanding of healthy lifestyles further. For example, children do not fully understand the need to wash their hands to prevent any spread of infections. n The childminder promotes children's understanding of personal safety well at a very young age. For example, she ensures they have safe spaces to play and talks to them about clearing away toys to prevent falls. Children know ways to keep safe during outings, such as staying close to the childminder.

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need to do better?

n The childminder networks with other childminders in the area, giving children plenty of opportunities to meet and socialise with others. She makes good use of these opportunities to share ideas and activities with other childminders. n The childminder works well in partnership with other professionals. For instance, she communicates with other settings that children also attend, such as the local nursery. The childminder shares valuable information about children's development to help complement their care and learning. n The childminder's self-evaluation process is ongoing. She reflects on her practice to help identify strengths and areas for improvement. The childminder attends mandatory training, such as safeguarding and first aid, to keep her knowledge up to date. However, the childminder's professional programme is not focused precisely on enhancing her provision to the highest standards.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her responsibilities to keep children safe. She keeps up to date with current requirements through regular training and is aware of wider safeguarding issues. The childminder has a a clear safeguarding policy in place. She is confident in the procedures to follow should she have any concerns about a child's welfare. The childminder maintains a safe environment for children and carries out daily risk assessments to help to minimise risks.

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should:

n make the most of everyday opportunities to support children's understanding of the importance of leading healthy lifestyles n build on professional development to help raise the quality of the provision to the highest levels.

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Setting details

Unique reference number EY431113 Local authority Wokingham Inspection number 10136782 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 1 to 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 10 September 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Woodley, Berkshire. She operates during term time from 7am to 6pm, Monday to Friday. The childminder has qualified teacher status and a childcare qualification at level 3. She provides funded early education for four-year-old children.

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Inspection activities

n The childminder and the inspector completed a learning walk of the childminder's home. n The inspector observed children and the childminder, and evaluated the quality of teaching and learning. n Parents shared their views through written feedback and the inspector took account of these. n The inspector looked at relevant documentation.

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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

29 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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