Childminder in Windsor and Maidenhead

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 settled in the childminder's warm and welcoming home. They form close and loving bonds with the childminder, who is nurturing and dedicated to meeting each child's individual needs. Children have a strong sense of belonging and clearly enjoy themselves.

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The provision is good

Children understand the high expectations that the childminder has of them and, as a result, behave well. They are polite and demonstrate good manners as they play alongside each other. Toddlers are considerate and kind to the babies. They offer them resources and include them in their games as they play peekaboo with large hats and take turns exploring different objects.

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The provision is good

Children benefit from the interesting and challenging experiences the childminder provides. For instance, they love sitting together and listening to her read a favourite book. Babies have beaming smiles and attempt to form words as they concentrate intently on the childminder's animated interactions. They delight in copying the actions as she demonstrates how to make a 'pop' sound. Toddlers practise the new vocabulary they have learned, such as 'cocoon' and 'butterfly'. They talk with enthusiasm about what will happen next in the story and recall how the caterpillar changes. All children thrive and make good progress, particularly in their communication and language development.

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need to do better?

n The childminder uses her knowledge of children's interests and stage of development to create an ambitious curriculum. For example, she links activities to the books children enjoy. The childminder extends on their understanding of caterpillars to teach children about other insects as they explore and investigate in the garden. n The childminder recognises gaps in children's experiences that have arisen during the COVID-19 pandemic, such as socialising in large groups and visiting different places. Therefore, she regularly ensures that she takes children to singing groups, soft play and the local library. This helps them to develop their confidence and social skills in new situations. n The childminder provides plenty of opportunities for children to develop their physical skills. For instance, babies engage in sensory exploration and handle objects of different texture, size and shape. Young children squeeze bottles to

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need to do better?

spray water and move their whole bodies to make large marks with brushes on the ground. This helps strengthen their muscles and gain the coordination needed for early writing when the time comes. n The childminder encourages children to make choices, follow their interests and select resources. However, at times, during daily routines, she does not promote

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need to do better?

15 June 2022 children's independence further. The childminder carries out tasks for children that they could try for themselves, such as putting on their shoes, washing their hands or cleaning their faces after meals. n The childminder is passionate about encouraging children to lead a healthy lifestyle. She talks to them about nutritious foods and the importance of regularly drinking water. The childminder gives children plenty of opportunities to be outside in the fresh air. She plans the daily routine to ensure all children have opportunities for physical exercise and times for sleep and rest. n Children begin to understand and use words to describe emotions. For instance, they notice the different facial expressions of characters in a book and talk about why they might be happy or sad. The childminder supports children's understanding by asking questions and encouraging them to think about how they might feel.

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need to do better?

n The childminder reviews and makes changes to improve her environment and responds to the needs of the children. She ensures her mandatory training is always kept up to date. However, the childminder has not yet undertaken further professional development opportunities to raise her knowledge and teaching to an even higher level. n Parents speak highly of the childminder and value the service she provides. The childminder gets to know each family well. She takes an individual approach to support each child to settle when they first attend her setting. The childminder regularly keeps parents up to date with children's progress and shares ideas to support and extend children learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is committed in her aim to keep children safe. She ensures that her home is safe and secure, hazards are minimised and resources are suitable for the young children she cares for. The childminder has a firm understanding of local safeguarding procedures and how to report any concerns she might have about a child's welfare. She knows what signs to look for that may indicate a child is at risk from abuse. The childminder teaches children about how to keep themselves safe. For example, she talks to them about the importance of wearing sun cream and sitting in the shade when the sun is hot.

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should:

n encourage children to do more for themselves to increase their independence skills n seek out professional development opportunities to develop further knowledge and raise the good quality of teaching to an even higher level.

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Setting details

Unique reference number 2567328 Local authority Windsor and Maidenhead Inspection number 10239266 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She lives in Windsor, Berkshire. The childminder operates Monday to Friday,from 7am to 6pm all year round, except family holidays and bank holidays. She holds an appropriate level 3 qualification in childcare.

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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 inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She held discussions with the childminder to understand how the early years provision and curriculum are organised. n The inspector took account of parents' views from written accounts provided. n The inspector talked to the childminder and children at suitable times throughout the inspection. n The childminder and the inspector took part in a joint observation of an activity.

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Inspection activities

15 June 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.

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Inspection activities

15 June 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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