Childminder in Bracknell Forest

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

Children are happy and confident in the childminder's home. They have lovely friendships and together they enjoy the wide range of activities on offer. For example, children giggle with glee as they play hide and seek with the toy animals. They have secure attachments and social skills they will need for future learning.

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The provision is good

Children's communication and language skills are strong. They consistently use new words and have a wide range of vocabulary. For example, children happily talk to the childminder about the 'castle' they have seen on the television. Children are able to articulate what they know and can do.

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The provision is good

The childminder offers lots of opportunities for children to be physically active in play. For example, they catch balls, practise rolling over and run races in the garden. Children have good physical skills and are increasingly independent, ready for the next stage in learning.

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The provision is good

Overall, children behave well. They are beginning to cooperate with others and they are learning to take turns with their friends. For example, when children struggle to share toys, the childminder reminds them to take turns.

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need to do better?

n The childminder teaches children to take appropriate risks and challenges them to try new skills. For example, children are nervous and ask for the childminder's hand to climb to the top of the bridge. She encourages them to try again and, on the final try, they can climb to the top independently. Children develop confidence and resilience. n The childminder knows the children well and can explain what children need to learn now and next. However, at times, she does not consider how to embed the knowledge and skills children are learning before moving on to new concepts of which children have no previous knowledge. On occasion, this impacts children's interest and enjoyment of their play and they quickly move on to something else. n When children choose an activity that interests them, they engage for long periods. For example, children jump up and down with excitement as they tentatively stack blocks on top of one another. They wait in anticipation to see if

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need to do better?

the tower will fall over. Children are beginning to develop concentration. n Children enjoy and listen attentively to their favourite stories and songs. For example, they laugh with delight as they sing familiar nursery rhymes and follow the actions. Children's communication and language skills are strong. n The childminder is not always as consistent as she could be with setting behaviour expectations. As a result, children do not listen and respond to her

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need to do better?

15 September 2022 requests sometimes and they do not have a secure understanding of why behaviour rules are in place. n The childminder understands the importance of keeping her knowledge up to date to improve her practice. For example, she attended a course promoting healthy eating as she recognised the importance of healthy food choices for children. As a result, the childminder now offers activities, such as food tasting and growing vegetables. This is helping children to develop their understanding of how to lead a healthy lifestyle. n The childminder has positive relationships with parents and they say she is very approachable. Parents appreciate the daily verbal feedback on their children's day and this helps to support home learning. They value the numerous outings the childminder takes the children on, such as visiting fetes. Parents say that children make good progress in their development. n Children enjoy using their imagination and engage in pretend play for some

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need to do better?

time. For example, they excitedly gather and mix the pretend food they need to make the 'sandwich' for lunch. Children develop their knowledge and understanding of the world.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role to report concerns regarding children's welfare. She knows how to spot the signs and symptoms of safeguarding issues, such as children at risk of neglect or physical abuse. The childminder attends regular training to keep her knowledge up to date. She knows how to report if an allegation is made about her own practice. The childminder carries out robust risk assessments for her home and for all outings, to minimise the risks to children. For example, when they visit the pond, she ensures children remain behind designated barriers to keep them safe.

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should:

n strengthen teaching to embed skills and knowledge and build on what children already know and can do n apply behaviour expectations consistently to support children's understanding of rules and boundaries.

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Setting details

Unique reference number EY458652 Local authority Bracknell Forest Inspection number 10228781 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 4 Date of previous inspection 8 December 2016

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Information about this early years setting

The childminder registered in 2013. She lives in Bracknell, Berkshire. The childminder operates her service Monday to Thursday, from 7.30am to 6pm. She provides care all year round.

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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 provider and has taken that into account in their evaluation of the provider. n Children told the inspector about their friends and what they like to do when they are at the childminder's home. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to parents during the inspection and took account of their views. n The inspector carried out joint observations of group activities with the childminder.

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Inspection activities

15 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

15 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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