Carthy, Kimberley

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

Children are happy and are developing close bonds with the childminder and her assistant. Children demonstrate that they feel safe and secure in the childminder's home. They show that the childminder and her assistant are important to them. For example, children are seen to involve the adults in their play and enjoy cuddles together. Overall, children behave well and share well together. They show delight in each other's company as they play alongside and with each other.

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The provision is good

Children benefit from an interesting curriculum. The childminder and her assistant provide a good range of activities that support the children's interests and inspire their exploration. For example, children have fun using wet wipes, a baby bath and bottles of lotions to wash their dolls. Children enjoy experimenting with a good range of creative materials to express themselves through art. For instance, they learn how to make different marks and prints by using paints, brushes and toys. Children illustrate this as they use the wheels of a toy car and a small-world penguin to make different patterns. Children develop good self-help skills. They help to tidy up and independently choose from accessible toys and resources. This helps to support children's future skills in becoming independent.

p.2

need to do better?

n The childminder and her assistant know the children in their care well. They monitor children's progress regularly and accurately. The childminder and her assistant plan and provide a range of activities that support children's next steps in learning. n Children's communication and language development are well supported. The childminder and her assistant provide an environment where communication is a key focus of helping children to progress. Children hear words through a variety of contexts. For example, they are engaged in meaningful conversations, enjoy stories being read to them, and enthusiastically participate in singing sessions. n Overall, children behave well. They benefit from the praise and encouragement that they receive from the childminder and her assistant. However, on occasions, some children do not receive consistent messages to help them manage their behaviour, particularly about how their actions might affect others.

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need to do better?

n The childminder and her assistant care for children who attend other early years settings. However, they do not make the best use of all opportunities to share information about children's learning with all settings which the children also attend. For example, they do not share information to help enhance continuity in children's care and learning. n Children enjoy a range of experiences that help them learn about the world around them. For instance, they enjoy visits to the local park and visit toddler groups in the community. Children learn about similarities and differences in

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need to do better?

24 November 2021 people through effective play and storytelling. This helps to develop their understanding of others in the wider world. n The childminder and her assistant encourage children to lead a healthy lifestyle. All children are taught the importance of washing their hands, such as before meals. The childminder provides a healthy balance of snacks and meals which children enjoy. Children have consistent access to their own water bottles and are encouraged to have a drink regularly. n Partnerships with parents are extremely positive. Parents receive regular information about their children through face-to-face discussions and on a messaging system. Parents comment fondly about the care their children receive and the progress they are making with the continued support of the childminder. n The childminder and her assistant understand the need to keep their training, knowledge and skills up to date and have maintained these arrangements during

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need to do better?

the COVID-19 pandemic. They regularly listen to educational seminars and ensure that their training, for example in safeguarding and paediatric first-aid, is maintained to help them keep children safe and well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant work together to ensure that the home is safe and well maintained for the children. This enables children to play and explore safely. The childminder and her assistant communicate effectively to ensure that someone is always with the children to maintain their safety. For instance, at snack time, the assistant changes the toys available but does this when the childminder is free to sit with the children. This ensures that children are consistently supervised when eating to promote their safety. The childminder and her assistant are confident about the signs and indicators that may mean a child is at risk. They understand the procedures to follow if they have concerns about a child.

p.3

should:

n strengthen ways to help children manage their own feelings and gain an understanding of how their actions may affect others n strengthen partnerships with other early years settings that children attend to help achieve greater consistency and support for children's learning.

p.3

Setting details

Unique reference number EY561351 Local authority Wokingham Inspection number 10190789 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in Charvil, Reading, Berkshire. The childminder works Monday to Thursday, from 7.30am until 6pm, for most weeks of the year.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 childminder and the inspector completed a learning walk of the play areas and discussed the childminder's intentions for children's learning. n The inspector spoke with the childminder, her assistant, parents and children at appropriate times throughout the inspection. The inspector took account of the views of other parents who were not available at the inspection through completed questionnaires and letters. n The inspector undertook a joint observation with the childminder of her assistant. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

24 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

24 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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