Elliot, Wendy Ann

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

p.1

The provision is good

The experienced childminder provides a calm and nurturing environment for children. Children feel safe and emotionally secure. They are keen to explore the exciting playroom and eagerly choose from a broad range of resources. The childminder knows children well and provides interesting activities and outings that help them to build on their current knowledge and skills. Children demonstrate very good language skills for their age. They sing songs and rhymes from memory and explain what they are doing while they play.

p.2

The provision is good

Children behave well. They are affectionate and kind. Parents appreciate that the childminder teaches children good values. She is a good role model. For example, she demonstrates polite behaviour and shows that she values children's opinions. Children listen carefully to her and confidently take part in activities.

p.2

The provision is good

The childminder has high expectations for every child. She supports children's growing communication and thinking skills effectively. Children thoroughly enjoy listening to stories. They have good opportunities to count and hear different mathematical language. For instance, they enjoy counting fruits and foods, and discussing the days of the week when exploring 'The Very Hungry Caterpillar' story with props.

p.2

need to do better?

n The childminder provides time for children to socialise with others and to develop their physical skills. They visit farms, the beach and local country parks to extend their understanding of the world around them. She takes children to local playgroups to provide them with opportunities to mix and socialise with larger groups of children. Although the childminder plans frequent outings to places of interest, there are fewer opportunities for children to enjoy rich experiences that promote an understanding of people, families and communities beyond their own. n The childminder adopts a positive attitude towards making improvements to practice and self-evaluates her provision. She uses regular opportunities for her professional development. The childminder assesses the success of training and the impact on her practice. For example, training on schemas has enable her to extend children's learning through observing their behaviours and interests. She

p.2

need to do better?

meets regularly with colleagues to discuss practice and share ideas. n The childminder monitors children's progress and provides them with stimulating resources to support their learning. Children show positive attitudes to learning. For instance, they happily thread natural resources onto a lace. However, the childminder tends to rush some activities. This does not allow children to fully explore their thoughts and ideas.

p.2

need to do better?

9 March 2020 n Parents are thrilled with the care their children receive. They speak highly of the childminder's dedication and teaching. Parents feel fully informed about their children's learning. The childminder shares daily information and ongoing assessments with parents, including through an online journal. n During settling in periods, the childminder gathers information from parents about what children know and can do, to help identify their starting points. She finds out about their care requirements and routines, which she uses to help them to settle quickly. There is regular sharing of information with other settings children also attend, to help support children's continuing learning and development. n Children learn to keep themselves safe. This is illustrated as the childminder reminds them to hold tight to the handrail when they climb the stairs. The childminder successfully promotes children's good health. For instance, she

p.2

need to do better?

teaches children the importance of eating a balanced diet and how it leads to a healthy lifestyle. Children clean their hands before and after eating and manage their own self-care. They learn the importance of good hygiene routines, for example as they sing a song about handwashing. n The childminder promotes children's awareness and understanding of different emotions. For example, children explore pictures that illustrate different emotions. They identify the various faces and copy the different expressions while looking in a mirror.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of child protection. She is alert to the signs and symptoms of abuse, including those linked to wider safeguarding issues. The childminder is confident with the referral process if she has any concerns about the welfare of a child. She regularly updates her policies and procedures, which have been written in line with the local safeguarding partnership requirements. The childminder receives updates to ensure her knowledge is current and up to date. Regular risk assessments are carried out to minimise any hazards and protect children from harm. The childminder ensures she keeps children safe when out on trips and visits.

p.3

should:

n continue to develop the curriculum to provide more experiences for children that promote an understanding of people, families and communities beyond their own n support children to use their independent thinking skills and develop their own ideas before being moved on to other activities.

p.3

Setting details

Unique reference number EY400867 Local authority West Berkshire Inspection number 10136575 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection 18 August 2015

p.4

Information about this early years setting

The childminder was registered in 2009 and lives in Mortimer, near Reading, Berkshire. She operates Monday to Friday from 8am to 6pm, for most of the year. The childminder holds an appropriate childcare qualification at level 3. She provides funded early education for children aged three and four years.

p.4

Inspection activities

n The inspector took account of parents' views through written feedback during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of adults living and working on the premises. n At appropriate times during the inspection, the inspector spoke to the childminder and children. n The childminder and the inspector looked around the childminding premises together. The inspector spoke to the childminder about how she arranges her early years provision and curriculum. n The childminder and the inspector carried out a joint observation together.

p.4

Inspection activities

9 March 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

9 March 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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