Tanzila Aslam

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder and her home are warm and welcoming, and children form secure attachments with her. She has high expectations for every child and is committed to providing an inclusive environment where all children and their families are welcomed. She works effectively with parents and shares information with them on their children's learning and development. Parents comment favourably about the childminder and the positive progress their children make.

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The provision is good

Children are happy, content and show good levels of emotional well-being. They demonstrate a positive attitude to learning and confidently make choices from a good range of play materials. They become engrossed in their play and are confident, inquisitive, and enthusiastic to learn.

p.2

The provision is good

The childminder regularly observes children and assesses their development effectively. This helps her to accurately identify when children may need additional support. She understands the importance of liaising with parents and other professionals to implement plans, so that they can work together to help children to progress further.

p.2

The provision is good

The childminder places a good focus on helping children to develop the skills they will need for their future learning, including school. For example, children develop independence such as when they pour drinks, cut fruit, and choose the toys they want to play with.

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need to do better?

n The childminder has a clear and ambitious vision for providing high-quality care and education for all children. She is committed to her role and her ongoing professional development. She makes good use of online training and information from other professionals, to help give her a deeper understanding of how children learn and develop. n Children have access to a good variety of books. The childminder actively encourages them to develop a love of reading. For example, children bring their favourite books from home to share with the childminder and regularly visit the library. During story time, children listen with interest to familiar stories and confidently predict what will happen next. n The childminder demonstrates a good understanding of the learning needs of the children in her care. She successfully assesses what they need to learn next. However, she is not always fully successful in reflecting on this when planning

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need to do better?

activities. As a result, she does not always adapt her teaching approach to build on what children already know and can do. n The childminder effectively incorporates children's interests well into activities.

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need to do better?

19 May 2021 For example, children enjoy role play based on their experiences of helping to prepare meals. n Overall, teaching is good. The childminder communicates to children effectively through modelling good communication. For example, she provides a narrative throughout activities. However, during some discussions with children she does not encourage them to reflect on past experiences, to reinforce and fully embed their learning. n The childminder places a strong focus on supporting children's social and emotional development. She regularly plays games with children to encourage them to share, take turns and manage their feelings and behaviour. Children behave well and are polite, kind, and caring. n Children have plenty of opportunities to explore the outdoors and benefit from regular fresh air and exercise. They regularly visit parks and playgrounds with the childminder, as part of their routine. This contributes towards their physical

p.2

need to do better?

and emotional well-being. n The childminder successfully weaves mathematics into children's everyday play. For instance, during role play, she asks them to count how many items they need. Children know that if they have four dolls, they need four cups and saucers. Children also use positional language, such as 'next to' and 'in the middle', to describe where the dolls are sitting. n Children make good progress from their starting points. They make independent choices in their play, talk with confidence and ease, and older children are beginning to write their own names. n The childminder is committed to promoting children's health. She provides them with healthy meals and snacks, including fresh fruits and vegetables. Children demonstrate a good understanding of the importance of making healthy food choices.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of the procedures to follow in the event of a child protection concern. She understands her role and responsibility in reporting such concerns to the appropriate professionals. She has attended relevant training and keeps her knowledge up to date through reading current legislation and guidance. Regular checks on her home enable her to identify and eliminate any potential risks to children and ensure their safety. She effectively teaches children how to keep themselves safe. For example, when using tools such as knives to cut fruit.

p.3

should:

19 May 2021 n reflect more fully on children's learning needs when planning activities n continue to encourage children to recall past experiences, to reinforce and embed their learning.

p.3

Setting details

Unique reference number EY558069 Local authority Slough Inspection number 10190731 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in central Slough, Berkshire. The childminder cares for children each weekday from 8am to 6pm, most of the year. The childminder receives funding to provide free early years education to children aged two and three years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed an evaluation of an activity with the childminder. n The inspector held several discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

19 May 2021 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

19 May 2021 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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