Childminder in Bracknell Forest

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are confident and happy in the childminder's home. The childminder and her assistants support children to be independent in a variety of ways. Consequently, children can wash their own hands, put on their coats and balance on beams by themselves. They gain some of the skills they will need for their next stage in development.

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The provision requires improvement

At times, the atmosphere at the childminder's is very busy and children's learning is frequently interrupted. For example, some children enjoy their morning dance with friends but those who are trying to build with blocks become distracted. This has an impact on how well they develop new skills. Despite this, children enjoy the wide variety of toys the childminder offers.

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The provision requires improvement

The childminder has high expectations for children's behaviour and consistently reminds them of these. For example, she reminds young children to be 'kind and gentle' as they cuddle one another. Older children help to tidy up and follow the assistants' instructions when they ask them to sit in space for story time. Children are beginning to learn how their behaviour impacts others. However, younger children do not always have enough support to manage their feelings and develop resilience during daily routines.

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The provision requires improvement

Children's communication and language skills are strong. They happily play with friends from an early age. For example, babies giggle with excitement as they say 'raa' and 'boo' as they play peekaboo in a den. Children gain social skills that support them in their future learning.

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need to do better?

n The childminder does not ensure that she can continue to meet children's needs effectively when she exceeds the usual adult-to-child ratios. The childminder and her assistants are extremely busy trying to meet the needs of so many children of different ages and stages. At times, babies sit for lengthy periods with little interaction, for instance when they wait for others at snack time. The noisy environment also has an impact on opportunities for children to focus on their learning and develop their concentration. This affects how quickly they make progress. Despite this, children are happy and content in the childminder's home. n The childminder recognises the importance of supporting babies' individual needs within her curriculum. For example, she offers a separate story time for them in another quiet room so that they can explore by themselves. However, babies do not consistently have access to a full range of activities that are age

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need to do better?

appropriate. For example, older children enjoy an obstacle course in the garden

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need to do better?

20 October 2022 while babies have no similar opportunities for their age. This does not support them to make the progress they are capable of in their learning. Nonetheless, they do enjoy the older children's company and they regularly share cuddles. n The childminder's structured routine has set times for the activities in the day. This helps older children to understand what is happening next. For example, they giggle and laugh as they listen to a song to tidy up the toys. At times, the childminder does not prepare the youngest children for these transitions of the day, and they become upset. This negatively impacts younger children's emotional well-being. n Children enjoy and respond enthusiastically to their favourite stories and songs. For example, older children eagerly join in with the actions as they read the 'We are going on a bear hunt' story with the assistants. The assistants read with passion and children enjoy joining in with familiar phrases they know. Children

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need to do better?

have a strong foundation in their early literacy skills. n Older children have positive attitudes towards play and learning. They are highly motivated and eager to join in. For example, they jump with excitement when trying to master an obstacle course. The assistants skilfully support children to manage risky challenges and ask them if they feel they are safe or if they would like help to jump. Older children are learning resilience and to keep trying at things they find hard. n The childminder has effective strategies for communicating with parents. Parents appreciate the daily verbal feedback and regular updates on online applications they receive about their children's learning and development. They know their children's next steps for development and know how to support home learning. Parents say it is easy to share information with the friendly and approachable childminder and assistants. For example, the assistants offer emotional support

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need to do better?

to children when their home life changes. This supports children to understand what makes them unique and offers them continuity of care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants attend training and carry out regular research to keep their knowledge up to date. For example, they review the National Society for the Prevention of Cruelty to Children website and look at childminding networks online. The childminder and assistants know how to spot signs and symptoms that may cause concern about a child's welfare. For example, they know to report it if they have concerns that a child or their family may be at risk of radicalisation. The childminder undertakes thorough risk assessments for all outings. For example, children wear brightly coloured clothing with the childminder's name and number on it. This minimises the risk to children.

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Due date

ensure that the individual needs of all children are met when making exceptions to the usual ratios 10/11/2022

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Due date

improve planning to ensure the curriculum is appropriate for all children's learning needs. 10/11/2022

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should:

n improve routines to minimise children's waiting time and promote focus on learning n implement strategies to support younger children with transitions in the day to further support their well-being n offer regular opportunities for all children to have access to quiet areas when they need this.

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Setting details

Unique reference number EY459976 Local authority Bracknell Forest Inspection number 10228793 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 24 Number of children on roll 16 Date of previous inspection 7 February 2017

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Information about this early years setting

The childminder registered in 2013. She lives in Crowthorne, Berkshire. The childminder provides care Monday to Friday, 7.30am to 6pm, throughout most of the year. She employs three assistants and works with two at a time. Two assistants have a relevant qualification at level 3. She is in receipt of funding for two-, three- and four-year-old children.

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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 The childminder and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children spoke to the inspector during the inspection. n The inspector talked to assistants at appropriate times during the inspection and took account of their views. 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.

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Inspection activities

20 October 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

20 October 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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