Childminder in Worcestershire

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

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The provision is good

The childminder provides a warm and welcoming atmosphere. Young children settle quickly, showing that they feel safe and secure. Parents are confident to leave their children with the childminder and state that they feel that their children are happy and well cared for.

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The provision is good

Activities are child-centred, and the childminder is attentive and attuned to children's individual needs. Children love joining in with the songs and laughter that fills the home, which supports their language development. They behave very well and show a clear understanding of the daily routine. Snack time is a real social event. The childminder and children sit together and talk about their favourite things. Children learn about the benefits of their healthy choices as they discuss their favourite fruits.

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The provision is good

The childminder skilfully promotes independence. She encourages the children to find their own changing bags and comforters for care routines, such as nappy changes and sleep time. Young children settle to sleep quickly under the close supervision of the childminder. The childminder uses her in-depth knowledge and understanding of each child's current learning and development well, to accurately plan for their future learning.

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need to do better?

n Children benefit from meaningful learning throughout the day and with each interaction. The childminder presents information clearly to children, promoting appropriate discussion about the things she wants them to learn and remember. Children make good progress during their time at the setting. n The childminder checks-in with children frequently, to ensure their prior knowledge is secure. She articulately introduces new vocabulary, such as 'amazing', 'palm' and 'spread', when children covered their hands in paint during a creative arts activity. This helps children to communicate effectively and build a rich vocabulary. n Children's behaviour is good. The childminder successfully supports very young children to develop care and compassion for their young friends and peers. Toddlers are are eager to soothe and comfort even younger babies at the setting. n The childminder celebrates, promotes and teaches children to value equality and

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need to do better?

diversity. Children benefit from a range of rich cultural experiences and professional practice. Parents particularly appreciate the opportunities the children have to learn about and celebrate a wide variety of faiths and their festivals, such as Eid. They enjoy seeing their children learning about the traditional cultural clothes and robes in the dressing-up box alongside the other

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need to do better?

8 September 2022 costumes and role play garments. n The childminder forms secure attachments and warm bonds with the children she cares for. This helps children become confident in their surroundings and actively engaged in their play. n Children benefit from a curriculum tailored to their individual starting points. The childminder's wide experience and knowledge allows her to accurately assess children's learning and development. n The childminder links with other early years colleagues and organisations to support her continuous professional development. As a result, she has a wide range of knowledge and understanding of children's early education and care. n The childminder regularly shares information with parents regarding their child's learning and development. Parents feel confident to raise concerns should they arise. However, the childminder has not fully developed two-way communication and sharing of home learning between the setting and parents, to help them

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need to do better?

continue their learning at home. n Children benefit from a wide range of activities and resources provided by the childminder. However, there are fewer opportunities for them to lead their own learning. At times, the childminder does not consider how to utilise the environment most effectively to encourage children to initiate their own play. For example, children are not always easily able to choose resources for themselves. n The childminder seeks to continually improve the quality of her service. For instance, she routinely undertakes parental satisfaction surveys to request feedback.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a broad knowledge of safeguarding. She has all the information at hand should she be required to make a referral and keeps it up to date. Children feel safe and secure as a result of the high level of supervision provided. They learn about how to keep themselves and others safe through routine care practices such as washing hands before and after meals. The childminder has a clear understanding of their role and responsibility in regard to the 'Prevent' duty and is proactive in the monitoring of children's absence.

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should:

n review the organisation of the environment, to more effectively encourage children to initiate their own play and learning n strengthen partnerships with parents to extend two-way communication and the sharing of information between the setting and parents, to help them continue children's learning at home.

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Setting details

Unique reference number EY438068 Local authority Bracknell Forest Inspection number 10228608 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 4 Number of children on roll 1 Date of previous inspection 18 November 2016

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Information about this early years setting

The childminder registered in 2011. She lives in Bracknell, Berkshire. The childminder has a recognised early years qualification at level 2. She operates Monday to Friday from 7am to 6pm for most of the year.

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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 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around the areas of her home used for childminding and explained her intentions for children's learning. n The inspector gathered feedback from parents during the inspection and took account of their views. n The inspector observed a range of activities and interactions between the childminder and children, to help evaluate the quality of education. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector viewed relevant documentations and certificates in line with requirements for providers detailed within the early years foundation stage.

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Inspection activities

8 September 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

8 September 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

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