Childminder EY290593

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

The childminder offers a welcoming and homely environment. Children show they feel happy, safe and secure. Children and the childminder show that they enjoy each other's company. They smile and chat together as they go about their day. Children behave well and show care and consideration towards each other. The childminder offers gentle but clear reminders to younger children about the importance of sharing and taking turns. Children listen well and follow her instructions and guidance.

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The provision is good

The childminder wants all children to achieve well. She takes pride in helping children develop a broad set of skills in preparation for their future learning. She carefully plans a wide range of learning experiences and puts a lot of thought into the planning of outings in the local community. She wants to ensure these add real value to children's learning. She also ensures that children have plenty of time to play and learn at the setting, knowing that this is where children feel most at ease.

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The provision is good

Children are keen to listen to stories. They focus very well at story times, listening intently to the childminder. They often choose to look at books independently. They carefully turn the pages and retell stories to themselves, using the illustrations for guidance. This strong focus on early literacy helps children to develop a love of books and builds their vocabulary effectively.

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need to do better?

n Children show increasing levels of independence in meeting their own age- appropriate care needs. The childminder teaches them effectively how to manage tasks for themselves, such as handwashing and putting on coats and boots. Children persevere at these tasks and show pride when they manage to complete them for themselves. n The childminder spends time with children, teaching them how to use resources to enhance their imaginative play. She knows that this sort of play provides valuable learning for children. For example, children learn about cooperation and extend their speaking and listening skills as they interact. The benefit is seen when very young children create games, such as 'going to the hospital', with little support needed from the childminder. n Children are in an environment where they hear varied and clear language modelled well. The childminder uses lots of descriptive words to describe what

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need to do better?

children are doing. She is very successful at encouraging children to take part in two-way conversations. Children learn that good communication comes from listening as well as talking. They are growing in confidence to share their ideas and opinions. n There is good breadth to the curriculum. In addition, the childminder identifies

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need to do better?

26 February 2020 specific areas of learning that she wants to focus on with each child. However, although she plans activities to support these specific next steps, she misses other opportunities that arise to further extend this specific learning. For example, although she has identified counting and numbers as a particular focus for some children, she does not consistently incorporate the teaching of these into routines and children's play. n Children are enthusiastic to learn. For example, they are excited to go outside and see what the childminder has planned for them. When the childminder offers to read stories, children respond with big smiles and quickly sit down on the floor. Children happily help with routines when asked. For example, they help to tidy up in preparation for snack time. n The childminder makes good use of professional development opportunities to develop her skills and practice further. She makes use of a range of training,

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need to do better?

both online and in person. The impact is seen in the overall good-quality teaching that she delivers. n Children are valued as individuals and understand what makes them special and unique. The childminder shows a real interest in their families and home lives, and ensures that children's special days are celebrated. n The childminder diligently monitors children's progress. However, the current written assessment arrangements are overly burdensome and do not add value to the childminder's understanding of what each child needs to learn next. This adds unnecessarily to the childminder's workload.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder undertakes regular training to update her safeguarding knowledge. She understands her responsibility to keep children safe. She talks confidently about the signs that could indicate that a child is at risk of harm or neglect. She knows how to share any concerns with the relevant professionals in order to keep children safe from harm. She has a secure understanding of wider safeguarding issues, such as the dangers to children of being exposed to extreme views or ideologies. She ensures the premises are safe and secure and supervises children closely at all times.

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should:

n enhance the implementation of the curriculum by making better use of routines and spontaneous learning opportunities to focus on children's next steps in learning n reduce the workload, introducing more efficient ways to assess development and identify what children would most benefit from learning next.

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Setting details

Unique reference number EY290593 Local authority Windsor and Maidenhead Inspection number 10066883 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 2 Total number of places 6 Number of children on roll 4 Date of previous inspection 2 December 2015

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Information about this early years setting

The childminder registered in 2004. She currently works as a co-childminder from the home of her mother, who is also a registered childminder, in Maidenhead, Berkshire. She operates all day on Tuesday, Wednesday and Thursday during term time only.

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Inspection activities

n A learning walk was conducted by the inspector and childminder, and the childminder showed and explained how the provision and curriculum are organised. n The inspector and the childminder carried out a joint observation. n Parents shared their views and the inspector took these into account. n The inspector held discussions with the childminder at convenient times during the inspection. 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

26 February 2020 26 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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