Childminder in Wokingham

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Although the childminder has a secure awareness of what children need to learn next, she does not implement her learning intentions consistently. This means that sometimes children's learning is not challenged well enough to help them make more progress. In particular, at times, children's developing language skills are not extended effectively. However, children are happy and settled in the care of the childminder, who is kind and caring. Children enjoy their play, and the childminder supports their interests well. For example, she suggests getting the toy cars out as she knows children like these.

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The provision requires improvement

Children take part in suitable activities and outings. For instance, they explore paint with their fingers and paintbrushes and regularly go to toddler groups. The childminder recognises the importance of social outings for children due to the impact of the COVID-19 pandemic. Children develop their confidence with regular praise and encouragement. In addition, they learn to be less reliant on comforters, such as dummies. The childminder encourages children to take these out when talking, which helps to promote their speaking skills appropriately. Although children have some opportunities to develop their independence, these are not fully consistent. Sometimes, children are not encouraged to try to do tasks for themselves. Children develop an awareness of how to behave. They receive appropriate explanations. For example, the childminder explains that children might hurt themselves if they continue to run in and out of the play tent. This also helps

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The provision requires improvement

children learn about their safety appropriately.

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need to do better?

n The childminder monitors children's learning appropriately and understands what she wants children to learn. She provides some suitable activities to support children's learning and development. These help children to make some appropriate progress. However, teaching is not sufficiently purposeful to ensure children's learning is extended and challenged, to help them make more progress. For example, at times, the childminder does not build on children's developing vocabulary to help them learn more words. On occasions, she does not model language well enough to children. n Children have some opportunities to develop their independence, for example they help to peel oranges for their lunch. However, the childminder does not consistently encourage children to try and do things for themselves to help them begin to manage tasks independently. For example, at snack time, she peeled bananas fully before giving them to children and did not encourage children to

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need to do better?

attempt to clean their own faces and hands. n The childminder works well with parents. She obtains information to help her support and understand children's care and learning needs on entry to her

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need to do better?

24 November 2021 setting. This helps her assess what children know and can do already. Parents are happy with the service offered by the childminder. They comment positively about their children's experiences and care and about the feedback they receive. n Children's individual backgrounds are acknowledged appropriately. The childminder finds out information to help her value children as individuals, such as other languages children speak at home. She makes an effort to help children to use the other languages they speak. For example, she uses and repeats some words and plays songs in other languages that the children speak at home. n The childminder completes ongoing training and professional development that help to improve her knowledge. For example, she has learned strategies to use if caring for children with attention deficit hyperactivity disorder. However, there is not a strong enough focus on identifying what training will help her gain skills

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need to do better?

to develop her teaching, to help her support children's learning more effectively. n The childminder promotes children's good health and hygiene appropriately. This helps to minimise the spread of infection. For instance, she keeps children's noses clean and regularly helps children to wash their hands. The childminder offers children healthy meals and snacks, such as fruit with water to drink. This helps children begin to become aware of how to keep themselves healthy. n The childminder works well with other early years settings which the children attend. She shares information about children's needs, learning and progress when they first start. This helps the other settings to gain an understanding of children's needs from the outset. In addition, the childminder obtains regular feedback from other settings about children's time there. This includes information that helps them work together consistently to support children's care

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder supervises children closely so that they are within her sight and hearing. She regularly checks on children when they go into the adjacent room. She ensures that the care of her pets is managed safely and she teaches children to treat them respectfully. The childminder understands her safeguarding responsibilities. She knows how to identify and manage concerns about children's welfare, including those relating to wider safeguarding matters. The childminder is confident in the action to take should she have concerns about children, including where to obtain advice and make referrals.

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Due date

24 November 2021 use the information gained and known about children's development and progress to provide challenging learning experiences for children, to help them develop their skills and knowledge more effectively 24/02/2022

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Due date

gain a good understanding of how to support children's communication and language development and implement effective teaching, to help children make further progress. 24/02/2022

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should:

n support children to develop their independence more consistently, such as self- care skills, to help them learn how to manage tasks for themselves n consider identifying and undertaking training and professional development opportunities to help to have a positive impact on the quality of teaching and the overall provision.

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Setting details

Unique reference number EY418373 Local authority Wokingham Inspection number 10066985 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 10 Date of previous inspection 2 June 2016

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Information about this early years setting

The childminder registered in 2010. She lives in Lower Earley, near Reading, Berkshire. The childminder offers her service Monday to Friday, from 7.30am until 6pm, for most of the year. The childminder receives funding to provide free early education for children aged two, three and four.

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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 explained her curriculum intentions and what she wants children to learn. n Discussions were held with the childminder at appropriate times during the inspection. n The childminder and the inspector discussed and evaluated an activity, which the childminder had carried out with the children during the inspection. n The inspector obtained some parents' views through a discussion and written feedback. n Children chatted and interacted with the inspector.

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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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