Wilcox, Jennifer Frances

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 provides a safe and welcoming environment for children, who develop warm, trusting relationships with her and her assistant. Children are offered lots of reassurance from the kind, nurturing childminder and her assistant. This helps to build their confidence and self-esteem. The childminder supports children to think about and respect the differing needs of their friends. Children develop good social skills and behave well. They learn how to take turns with favourite toys and resources. This helps them to gain skills that support their future learning well.

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The provision is good

The childminder has high expectations for what children can achieve. Children enjoy a broad curriculum that helps them make good progress in their learning and development. All children develop good attitudes to learning. They are confident and eager to explore the childminder's well-resourced home, as they become inquisitive learners. Children listen well and concentrate in activities that interest them. Younger children develop good speaking and listening skills and are confident and articulate communicators. Older children gain good mathematical skills. They count confidently and are able to use mathematics purposefully in their play.

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need to do better?

n All children in the setting have experienced limited interaction with other peers, and adults alike, as a result of the COVID-19 pandemic. The childminder has recognised the impact that this has on all children's personal, social and emotional development. She has worked hard to ensure that children benefit from opportunities to develop friendships with their peers and to learn how to play cooperatively, taking account of the differing needs of each other. Parents comment on how the childminder has made adaptations that help children benefit from a wide range of meaningful activities despite restrictions. Children are kind, considerate and behave extremely well. n The childminder and her assistant capture opportunities to promote children's independence well. For instance, toddlers learn how to blow their noses, dispose of tissues hygienically and wash their hands. Older children learn how to put on

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need to do better?

their boots and fasten their coats as they go outdoors. The childminder and her assistant recognise children's growing abilities and offer gentle support and praise as children become highly confident in managing their own self-care skills. n The childminder promotes mathematics well. Older children enjoy learning how to estimate and check their estimations, to build their counting skills. For instance, as children pick up pieces of coloured pasta, the childminder asks them how many they have. Children estimate and then count to check the number. The childminder supports them to count correctly, as they successfully work out

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need to do better?

19 November 2021 how many pieces they have. n Children benefit from a well-organised curriculum that enables them to continue to build on their knowledge and skills. Teaching is good. The childminder keeps a close check on children's progress and shares this with children's parents regularly. She plans enjoyable learning experiences that children concentrate well in, overall. However, sometimes, the older and most able children need further challenge in their play, to enable them to achieve at the highest levels. n The childminder and her assistant work well together. They are passionate about creating an environment that provides good-quality care and learning experiences for children. The childminder makes good use of opportunities to develop her knowledge and uses this successfully in her practice. For instance, recent training has helped her to support children's different ways of thinking. The childminder offers supervision, coaching and support for her assistants to

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need to do better?

ensure their teaching is good. However, she does not target the professional development of her assistants to enable them to continue to develop their knowledge and skills to the highest levels. n Children make good progress in their speaking and listening skills. The childminder creates a language-rich environment to support children to hear and use new language confidently. For instance, during song time, younger children listen attentively and enjoy singing. The childminder introduces the names of different musical instruments and teaches toddlers the names of their different body parts when they join in action songs.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good understanding of how to keep children safe. They make good use of regular training to understand the signs and indicators of abuse, including from wider safeguarding concerns such as female genital mutilation and the 'Prevent' duty. The childminder and her assistant know how to report concerns, to ensure children are kept safe. The childminder ensures that all adults who live or work in her home are suitable, including on an ongoing basis.

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should:

n deepen older children's learning by providing them with additional challenge in their play n develop a focused programme of training for the childminding assistants, to support ongoing professional development.

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Setting details

Unique reference number EY561696 Local authority Wokingham Inspection number 10191256 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Finchampstead, Wokingham, Berkshire. The childminder provides care Monday to Friday, from 7.30am to 6pm, for most of the year. The childminder works with two assistants.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

19 November 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 November 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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