Bridges, Rebecca

Overall effectiveness Good

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

p.1

The provision is good

Children are exceptionally settled and happy. The childminder provides a caring and nurturing environment, building strong emotional bonds with the children. Children feel safe and secure as they demonstrate increasing levels of confidence with new people. They seek comfort and reassurance from the childminder when needed as they are confident their needs will be met.

p.2

The provision is good

The childminder recognises the impact the COVID-19 pandemic has had on children's social development, putting measures in place to increase opportunities to widen interactions with others. Examples include joining a toddler group and regularly engaging with another childminder to increase the children's social circle. Children consequently increase their confidence interacting with others.

p.2

The provision is good

The childminder plans a wide range of activities that excite and engage the children. For example, the children enjoy stories, such as 'The Gruffalo', 'Little Red Riding Hood' and 'We're Going on a Bear Hunt' while visiting the woods. Children get to experience the stories in a multi-sensory way and build their understanding of context.

p.2

The provision is good

The children learn about equality and diversity, celebrating different cultural and religious festivals. Children happily recall how sticky they became when making sweets to celebrate Eid. The childminder considers ways to challenge stereotypes when planning activities. Children become more prepared for life in modern Britain.

p.2

need to do better?

n The childminder provides a wide range of opportunities for children to develop their gross-motor skills. In addition to providing a challenging outdoor area, the childminder also utilises local parks, woods and fields, supporting the children's physical and emotional well-being. n The childminder helps children to develop good communication, language and literacy skills. She sings songs and rhymes with the children to support their emerging language skills. The childminder encourages children to recall past events, enabling them to make links with experiences and reinforce new learning. n The childminder involves the children in planning exciting activities that link to their interests and current focus. For example, children learn about World Earth Day and take part in the Great British Bird Watch. Children learn about sea life, sharing their recently acquired knowledge that starfish have five arms, not legs.

p.2

need to do better?

Consequently, children build their understanding of the natural world. n Children's behaviour is good. They demonstrate good manners and a caring attitude towards others. The childminder supports them sensitively to

p.2

need to do better?

14 July 2022 understand acceptable behaviour and find compromises to conflict. Therefore, children learn how to behave positively. n Children learn the importance of good hygiene routines. For example, children happily recite a rhyme about washing the 'fronts, backs and in-betweens' as they wash their hands, teaching the children the importance of washing all parts of their hands. n The childminder helps the children develop their knowledge of healthy eating. For example, children choose from milk or water, and healthy meals and snacks are provided, contributing to children's oral and physical health. However, at times, during daily routines, she does not promote children's independence further. The childminder carries out tasks for children that they could try for themselves, such as cutting their own fruit. n The childminder follows the children's interests, planning activities accordingly. Children show confidence in expressing their ideas and making choices.

p.2

need to do better?

However, the childminder does not make the most of opportunities for children to learn through trial and error, stepping in too soon to help. n The childminder builds effective partnership with parents and other providers to provide a consistent approach to learning. Parents are kept informed of their children's progress and contribute to assessments, enabling parents and the childminder to work together. n The childminder completes training regularly to enhance her practice and ensure her knowledge and skills are up to date. For instance, after completing recent training about storytelling, the childminder introduced stories where the children dress up as characters. Consequently, children become more involved, creating their own interpretations of characters, and adding to story lines. n The childminder regularly reflects on her provision to ensure she is continually meeting the needs of the children in her care. She shares ideas with other

p.3

need to do better?

childminders and seeks the views of parents to evaluate her practice, identifying what is going well and what can be improved upon.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the areas of abuse and how to identify the different signs of abuse. She is aware of her responsibility to keep children safe and report any concerns. The childminder completes regular training to ensure her knowledge about keeping children safe is up to date. This includes being able to identify children who may be at risk of radicalisation or female genital mutilation. The childminder knows the procedures to follow in the event of a concern about children. She completes regular checks to ensure her home is safe for children, which include ensuring the garden area is enclosed with a padlocked gate.

p.3

should:

n encourage children to do more for themselves to increase their independence skills n encourage children to be confident to problem solve and experiment through trial and error.

p.4

Setting details

Unique reference number EY273244 Local authority Reading Inspection number 10228340 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 29 September 2016

p.5

Information about this early years setting

The childminder registered in 2004. She lives in Tilehurst, Reading. She operates all year round, from 7.30am to 5pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder receives funding for the free education of children aged three and four years.

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 showed the inspector the premises and discussed how they ensure it is 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 Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector carried out a joint observation during a craft activity. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

14 July 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

14 July 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