Childminder in Bracknell Forest

Overall effectiveness Inadequate

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

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The provision is inadequate

Children do not receive the meaningful interactions they need in order to learn. Babies' and quieter children's needs are not met; they spend too much time sitting and playing alone. As a result, they do not learn beyond what they already know. Despite this, children are content and happy at the childminder's home.

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The provision is inadequate

The childminder's strategies to manage children's challenging behaviour are ineffective. Some children's behaviour is poor, and they regularly interrupt their friends during activities. For example, when the childminder interacts with babies, older children begin to climb on her and cry to get attention. This leads to a disorderly environment and hinders children's learning.

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The provision is inadequate

The childminder does not always understand what children need, and some children cry and shout to get her attention. Despite this, children's language skills are good, and they talk back and forth with their friends during play. For example, children happily build towers and tell each other what bricks they need next. They have a suitable vocabulary to support their future learning.

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need to do better?

n The childminder fails to maintain appropriate ratios, and she cannot meet all children's needs. For example, she spends a lot of time supporting children with challenging behaviour and, as a result, some children regularly receive no stimulation. Babies and children do not learn the new skills they need for their next stage in development. Despite this, the childminder knows the children well, and they are happy in her care. n The childminder does not provide opportunities to support children to reach their next stage of learning. For example, she knows that babies need support in their physical development, to begin to pull themselves to stand. However, she fails to plan activities to support this, and they sit in one space for long periods of time. As a result, children do not make good progress in their development. n The childminder fails to set behaviour expectations and does not support children effectively to manage their feelings. For example, they become

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need to do better?

increasingly upset for long periods when the childminder tells them 'no'. The childminder does not have effective strategies in place to support children's emotional well-being. As a result, the childminder spends lots of time with individual children, and some quieter children do not get the attention they need. Consequently, children are not ready for the next stage of learning. n The childminder attends mandatory training to meet requirements. However, she does not effectively manage her continual professional development. As a result, her knowledge of how children learn is weak. For example, children sit alone for some time, as she fails to plan activities that include all ages. They do

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need to do better?

11 October 2022 not get the opportunities they need to learn new concepts. n The childminder has built effective partnerships with parents. Parents appreciate the support the childminder gives to children to help them settle with her. For example, she has short visits with new children to help them become familiar with her home. Parents say that they receive daily verbal feedback on their children's learning. This helps them to support their children with their needs, such as potty training. n The children benefit from daily walks, and the childminder takes this opportunity to teach children about road safety. For example, she asks children to 'high five' at posts to ensure they stop and do not go too far. Children can follow instructions and know how to keep themselves safe.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends mandatory training to keep her knowledge up to date and has a secure knowledge of safeguarding issues. For example, she knows how to spot the signs and symptoms of radicalisation. She knows how to report concerns about children's welfare. The childminder knows where and to whom to report if she receives an allegation about her practice. She carries out robust risk assessments. For example, on outings she checks play equipment to ensure it is safe to use.

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Due date

plan enjoyable and challenging experiences, in all areas of learning, for the age and stage of each child present 04/11/2022

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Due date

undertake professional development to ensure children benefit from quality interactions and teaching continually improves 04/11/2022

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Due date

maintain ratios at all times to ensure every child's needs are met consistently 04/11/2022

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Due date

improve strategies for implementing behaviour expectations to ensure children understand what is expected of them. 04/11/2022

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Setting details

Unique reference number EY461855 Local authority Bracknell Forest Inspection number 10228818 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 21 February 2017

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Information about this early years setting

The childminder registered in 2013 and lives in Bracknell, Berkshire. She operates from Monday to Friday, 8am to 5pm, 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 The childminder and inspector completed a learning walk together and discussed the early years curriculum. n Children spoke to the inspector during the inspection. 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.

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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 October 2022 11 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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