Windsor, Louise

Overall effectiveness Good

The quality of education Good 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

The childminder provides a safe and welcoming environment for children to play and learn. She places children's personal, social and emotional well-being at the core of her ethos. Babies and children form close attachments to the childminder, which helps them to feel safe and secure. The childminder understands how to promote young children's care needs. She provides babies with close comfort and support, which helps them to settle very happily.

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The provision is good

Overall, the childminder has a well-planned curriculum. She has high expectations of what children can achieve. In the main, the childminder considers how she can build on what children already know and can do. Children develop good attitudes to learning and are keen to take part in a wide variety of activities. They develop good listening and attention skills, and concentrate well during activities that interest them. Older children enjoy opportunities to share their favourite books. The childminder develops this area of their learning well. This helps children to develop an early interest in reading and contributes to good foundations for early learning.

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need to do better?

n The childminder has good settling-in procedures for children when they first start. She uses conversations with children's parents to find out about care routines, interests and a broad range of information about what children already know and can do. She uses this information to follow established home routines, which helps children to settle very happily. This is particularly successful in supporting babies' emotional well-being. n Children behave well. The childminder promotes good manners and kindness within her home. She is a good role model and children learn how to play cooperatively with their friends. For instance, children learn how to take turns with toys and resources amicably. n The childminder teaches children well, which contributes to the good progress they make. However, the childminder does not use the information she obtains through assessing all children's speaking skills to plan precisely to support their

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need to do better?

communication and language skills to the highest level. n Partnerships with parents are good. The childminder uses her well-established relationships with children and their families to share information regularly. She keeps parents informed of daily care routines and children's overall progress. Parents and older school-age children speak very highly of the childminder. In particular, how the childminder supports children's emotional well-being. This contributes to children developing good levels of self-esteem to support them in readiness for moving on in their learning. Nevertheless, there is more work to do to develop closer links with other early years settings that the children attend, to

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need to do better?

4 February 2020 further the continuity in their learning. n The childminder places a strong focus on supporting healthy lifestyles. Children benefit from a good range of nutritious home-cooked meals and snacks. The childminder works closely with parents to introduce new foods for children to try. For instance, children enjoy tasting new fruits and vegetables to successfully support their awareness and understanding of healthy eating. Opportunities for children to enjoy fresh air and exercise are plentiful. The childminder provides a variety of activities, including walks to school, visits to soft-play centres, parks and playgroups, to encourage and promote children's ability to be physically active. n The childminder works with an assistant. Together, they reflect on their practice and seek the views of children and parents. This helps them to make changes within the setting to benefit children. For instance, the childminder has recently

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need to do better?

looked at how she organises the environment to promote children's independence. The childminder attends training and meets with other childminders to share good practice and to keep up to date with changes in legislation. However, she has not considered how she can develop the skills and knowledge that will be the most useful in helping her to support the children she has attending in making the best possible progress. n The childminder places a good focus on building children's literacy skills. She has a varied range of books to suit the differing ages and interests of children she cares for. She has developed this to help parents to continue to develop this area of learning at home well. For instance, children visit the local library and choose books which interest them. The childminder shares these with children in her setting. Children then take these books home to read with their parents. This contributes to children's early interest in, and love of, reading.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has robust procedures in place to ensure the suitability of all those who live in, or work on, her premises. She implements effective recruitment procedures to ensure that anyone working with children is suitable and remains suitable for their role. The childminder completes training to keep her knowledge of safeguarding up to date. She knows how to identify if children are at risk of harm, including from extreme behaviours or ideology. She knows how to report concerns about children to promote their welfare.

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should:

n use assessments of children's speaking skills to plan even more precisely to support their communication and language development

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should:

4 February 2020 n focus professional development more precisely on developing the skills and knowledge that can be used to enhance the support for individual children's learning, based on their particular needs n work more closely with all other settings that children attend, to improve the continuity and support for children's learning experiences.

p.3

Setting details

Unique reference number 111715 Local authority Hampshire Inspection number 10136162 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 9 Total number of places 6 Number of children on roll 21 Date of previous inspection 9 February 2016

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Information about this early years setting

The childminder registered in 2000 and lives in Yateley, Hampshire. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children. She has a professional qualification. The childminder works with an assistant.

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Inspection activities

n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n Children were spoken to, and the childminder and the inspector held ongoing discussions throughout the inspection. n The inspector looked at relevant documentation, discussed policies and procedures, reviewed the childminder's self-evaluation and checked evidence of her suitability and the suitability of all adults who live in the household. n A learning walk and a tour of the premises were carried out. n The childminder and the inspector evaluated an activity together. n Parents' and older children's written views were obtained and taken account of by the inspector.

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Inspection activities

4 February 2020 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

4 February 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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