Jaiswal, Shibani

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

The childminder does not assure children's safety robustly. Weaknesses in her knowledge of safeguarding, particularly the procedure to follow in the event of an allegation, undermines the overall good quality service she provides.

p.2

The provision is inadequate

Despite this, the childminder offers strong support for children's learning and they make good progress, particularly in their speaking and listening skills. Children settle quickly and develop secure relationships with the childminder and each other. They understand the daily routine well and show a keenness to join in and take part in all activities. Children show high levels of care and respect for one another. They listen attentively when the childminder explains the rules to keep them safe and follow these well. For example, children remain vigilant as they cross the road, looking out for cars. They respond well to the childminder's safety reminders, such as careful walking on the stairs. They are frequently rewarded with a big hug for good listening.

p.2

The provision is inadequate

Children are confident communicators. They eagerly sing along to popular rhymes and use increasingly complex vocabulary for their young age. Older children match letter sounds to the letters in their names with developing skill and make early attempts at writing their names. They are supported to develop their independence, such as using cutlery at mealtimes and tidying away games when they have finished. Children show determination and perseverance at doing tasks for themselves, such as concentrating on zipping their coats up for themselves. They create an imaginative game of being aeroplanes in the garden, rushing up and down slopes with skill and balance.

p.2

need to do better?

n The childminder places a strong focus on meeting children's needs. She actively seeks support from the local authority and swiftly acts on their guidance to make improvements that benefit the children. However, the childminder has not identified gaps in her training and knowledge of safeguarding policy and procedure, which impacts on children's overall safety. n The childminder designs a curriculum that accurately prioritises children's individual learning needs. She uses her good understanding of how young children learn to provide a wide range of interesting and challenging activities. The childminder builds successfully on children's prior understanding. Children make good gains in speaking and confidence skills in readiness for the next stage in their learning. However, at times, the childminder does not give children enough time to work out a solution to a problem themselves, such as through trial and error, and jumps in quickly to give children the answer.

p.2

need to do better?

n Children benefit from a language rich environment, where they continually build

p.2

need to do better?

24 February 2022 and extend their vocabulary, such as through engaging story and rhyme times. Children actively join in with the actions to the song. They intently watch the childminder and follow what they need to do next. The childminder effectively supports children who show a delay in their speaking. Children gain confidence in using sign language, so that they can make their needs known. n The childminder places a strong focus on supporting children's emotional security and well-being. She has high expectations of children's behaviour, establishing clear and consistent boundaries that support children to feel safe in her care. The childminder's positive and caring nature motivates children to join in. They benefit from high-quality support and encouragement to overcome challenges in their play. Children develop high levels of emotional resilience and demonstrate a can-do attitude when approaching new tasks. However,

p.2

need to do better?

weaknesses in safeguarding mean that children have a false sense of security as their overall welfare cannot be assured. n The childminder helps children to make healthy choices and to be physically active. Children enjoy walks to local parks and the communal garden, where they balance on logs, kick leaves and energetically jump in puddles. They benefit from a varied menu of home-cooked meals and use cutlery with increasing confidence. n Effective partnerships with parents, carers and other agencies support a good exchange of information about children's learning. The childminder updates parents and carers regularly with ideas they can follow at home to promote consistency in working towards children's next steps. She works well with outside agencies, including teachers from the Virtual School to ensure children make the best progress they can.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder is unclear about the roles and responsibilities of safeguarding partners, including the local authority designated officer. She does not recognise the difference between a complaint or an allegation and fails to take action to refer information on, as required. The childminder holds a sound knowledge of signs that indicate neglect or physical abuse. However, her knowledge and training does not extend to risks associated with anti-social or criminal behaviour, including gang involvement, organised crime groups or county lines. The childminder completes effective risk assessments of her premises, including the outdoor communal gardens, and supervises children well to ensure their safety.

p.3

Due date

24 February 2022 implement a policy, and procedures, to safeguard children that is in line with the guidance and procedures of the relevant local safeguarding partners and that includes an explanation of the action to be taken in the event of an allegation being made against you 11/03/2022

p.3

Due date

improve understanding of wider safeguarding matters, including risks that occur outside the setting in your local community, such as county lines. 11/03/2022

p.4

should:

n give children time to think and respond to questions during play and discussions to extend their problem-solving and thinking skills.

p.4

Setting details

Unique reference number EY559915 Local authority Reading Inspection number 10190360 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory 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

p.5

Information about this early years setting

The childminder registered in 2018. She lives in Reading, Berkshire. The childminder operates all year round from 7.30am to 6pm, Monday to Friday. She provides funded early education for two-, three- and four-year-old children.

p.5

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 inspector completed a learning walk and held a discussion about the intent of the curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector referred to a number of written parental reviews of the setting. n Children spoke to the inspector about what they enjoy doing at the childminder's home.

p.5

Inspection activities

24 February 2022 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.

p.5

Inspection activities

24 February 2022 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7