Jarvis, Claire Suzanne

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 form close bonds and are well cared for by this nurturing and welcoming childminder. They are comfortable and happy in her home-from-home environment. Children are polite and show good manners. They sit closely with the childminder when they are reading books together. Children confidently refer to the childminder by her first name. They are very happy to approach her, such as when they need to use the toilet.

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The provision is good

Children are fully engaged in play. They are forming good relationships with each other. They play happily together, are very well behaved and know to share and take turns. Children have access to an inside and outside space. The time outside is further extended by daily walks in the local forest.

p.2

The provision is good

The childminder offers a variety of resources and activities to support the children's interests, including an insect treasure hunt. The childminder develops the activity further to encourage children's speaking and fine motor skills. Children are clearly making good progress. The childminder focuses on communication and language skills due to the impact of the COVID-19 pandemic. This helps children to make strong improvements in this area of their development. Children have many opportunities to talk, such as answering questions about an activity.

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need to do better?

n The childminder's experience is evident as she interacts with the children in her care. She sits alongside children while they are fully engaged in play and gets involved with activities. Children hear new words as the childminder talks to them about what they are doing. This helps to promote young children's language skills. n The childminder is confident in her knowledge of the curriculum and its intent. She successfully takes opportunities to extend learning to support other areas of development. The childminder successfully identifies gaps in children's learning and ensures that activities and resources are offered to fill these gaps. For instance, when the childminder found that the COVID-19 pandemic had an impact on children's speech and language, she extended activities such as reading books and asking questions. This helps to ensure positive learning outcomes for children. n Children are given the opportunity to socialise with other children outside the

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need to do better?

provision. For example, they meet up with another childminder and the children in her care. This allows children to interact with other children of a similar age, in preparation for school readiness. n The childminder provides ample opportunities for children to explore outside. Children have the opportunity to take daily walks in the forest. During this time,

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need to do better?

22 September 2022 they explore insects, animals and nature. The childminder extends this learning by offering relevant activities and books. This includes an activity to find and identify insects and reading the book 'Superworm'. Children are able to explore the world around them and expand their literacy skills. n Children are well behaved and respect their environment. They listen to instructions and are happy to approach the childminder if they wish. The childminder is an excellent role model for the children in her care. Children form good relationships and are kind to each other. For example, they share toy farm animals while playing. n The childminder encourages children's personal care routines. Children are confident to ask the childminder to use the toilet. They are aware of where facilities are located and are happy to take themselves. This encourages children's independence and self-esteem.

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need to do better?

n The childminder works closely with parents and provides regular feedback regarding their child's progress. She seeks parents' views on her provision and parents comment positively about the childminder. Parents believe that the childminder offers a warm, safe and caring environment for children. They comment on the positive progress their children have made since the COVID-19 pandemic. This includes improved social skills and behaviour. n The childminder keeps required training up to date, such as paediatric first aid. However, she has not established a targeted programme for her professional development, to help raise her knowledge and teaching skills to an even higher level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that the provision is secure for children. She teaches children how to keep themselves safe, for instance by putting a lock on the garden gate. The childminder has a clear understanding of safeguarding processes. She knows who to contact if there is a concern about a child or a parent's behaviour. The childminder knows the procedure to follow if an allegation is made against an adult. She is confident in recognising signs of radicalisation in a child.

p.3

should:

n focus professional development more precisely on gaining further skills and knowledge to enhance the support for children's learning.

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Setting details

Unique reference number EY390336 Local authority Bracknell Forest Inspection number 10228487 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 5 Number of children on roll 8 Date of previous inspection 22 November 2016

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Information about this early years setting

The childminder registered in 2009 and lives in Birch Hill, in Bracknell, Berkshire. She operates for most of the year from 7am to 5.30pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector spoke with the childminder about her management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. 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.

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Inspection activities

22 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

22 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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