Childminder in Windsor and Maidenhead

Overall effectiveness Requires improvement

The quality of education Good 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

There is a weakness in the procedures for dealing with complaints, which is a breach of requirements. However, the childminder has a good understanding of her role in supporting children's learning and does this well. Children are happy and enjoy exploring the wide variety of toys and experiences, such as walking to the lakes, with the childminder.

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The provision requires improvement

Children's language skills are strong. They hold thoughtful conversations with friends and are confident in social situations. For example, they chat excitedly about the 'dragon' they saw on a walk. The childminder supports children's language well and introduces new vocabulary as they play. For example, she explains that a horse's hair is a 'mane'. Children articulate what they know and can do from an early age. They use their wide vocabulary to support their ideas in learning.

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The provision requires improvement

Overall, children behave well. However, the childminder does not consistently use effective methods to respond to unwanted behaviour. This does not help children to understand what is expected of them. At times, this interrupts any learning taking place. Despite this, older children listen well to the childminder when she reminds them to take turns with toys.

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need to do better?

n The childminder does not have a sufficiently secure understanding of her leadership and management responsibilities. She does not understand the procedures that she should follow to respond to any complaints. Parents are not given the required information they need if they want to share their views or concerns with the childminder or other outside agencies. Despite this, there is no impact on children's learning and development. n The childminder's curriculum is well planned and sequenced, and children make good progress. She plans children's next steps of development based on what they already know and can do. For example, the childminder supports children to walk by offering leg strengthening activities and encouraging them to pull to stand. When they are standing confidently, she introduces push-along wheeled toys. She is currently working to improve opportunities for children to explore sensory and creative materials.

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need to do better?

n Children enjoy joining in with familiar stories and songs. For example, they giggle and dance as they bang musical instruments while the childminder sings them rhymes. Children are curious learners and have a 'can-do' attitude. They articulate what they know and can do with confidence. For example, they happily pretend to make 'coffee' in the 'shop' and tell adults to blow it as it is hot. They are able to recall past experiences and use this to make links in their

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need to do better?

11 November 2022 learning. n Children have positive attitudes towards play. For example, they sit for long periods of time building towers and counting up to five. Children have the concentration they need to focus on their learning. Despite some occasional disruptive behaviour, children enjoy playing together and make good friends. n The childminder attends regular training to keep her knowledge up to date and to ensure that her teaching improves over time. For example, she explains how recent training helps her to introduce more exciting activities that support children to draw in other ways, such as using sticks in mud in the garden. n The childminder shares kind and nurturing relationships with the children and knows them well. Children are happy in her care. They enjoy showing the childminder what they are doing and sharing experiences with her in the day. For example, they proudly show her how they slot the coins into a piggy bank.

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need to do better?

Children feel a sense of belonging and feel secure. However, sometimes the childminder is too quick to complete self-care tasks for children and does not recognise the importance of children learning to do this for themselves. n The childminder has positive relationships with parents. She uses daily verbal feedback and text messages to share information about children's learning and development. She also gives parents ideas on how to support their children's learning at home, such as tips on how to teach children to walk. Parents say the childminder offers a home-from-home for children and that they cherish the care and attention their children receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training to keep her knowledge up to date. She has an in-depth knowledge of safeguarding issues. For example, she knows how to spot signs of abuse, such as bruises on an immobile baby. The childminder understands her responsibility to report any concerns over children's welfare. She understands the procedures to follow if an allegation is made about her. The childminder carries out robust risk assessments for all walks and outings; for example, she talks to the children about not touching things found on the floor in case they are unsafe. This contributes to children understanding how to keep themselves safe.

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Due date

11 November 2022 implement an appropriate procedure to ensure that complaints are effectively managed and that the required written records are maintained. 02/12/2022

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should:

n develop strategies to support younger children to understand behaviour expectations and how to play alongside others n enhance learning opportunities to promote children's independence in self-care needs.

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Setting details

Unique reference number 108091 Local authority Windsor and Maidenhead Inspection number 10234063 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 3 Number of children on roll 5 Date of previous inspection 6 March 2017

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Information about this early years setting

The childminder registered in 1995. She lives in Ascot, Berkshire. The childminder works each weekday 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 the pandemic with the provider and has taken that into account in their evaluation of the provider. n Children spoke to the inspector during the inspection. n The childminder and inspector completed a learning walk of the childminder's home and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder.

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Inspection activities

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

11 November 2022 11 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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