Childminder in West Berkshire

Overall effectiveness Good

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

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The provision is good

Children arrive at the childminder's home excited to start their day. Children who find it harder to say goodbye receive calm and warm support from the childminder. They snuggle into her for reassurance before selecting their play. This helps to support children's emotional well-being.

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The provision is good

Children develop strong bonds with the childminder. They are happy and secure in the childminder's home. Children play for long periods with the purposefully selected resources. For example, young children enjoy a 'baby-care' box provided by the childminder. This enhances children's growing interest in babies. The childminder effectively supports children in their social development, and children play alongside each other harmoniously. For instance, they are surprised when they look through a tunnel and see a friend at the other end. They look again and smile at each other in delight.

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The provision is good

Children have a positive attitude to learning. They are eager to share their favourite toys with the inspector, such as the toy telephone which is being used to 'call Mummy'. Younger children watch intently as they play a game of peekaboo. They wait until they see the inspector's face and break into a beaming smile. Children maintain strong eye contact as they wait for the game to be repeated. The childminder has high expectations for every child, including children with special educational needs and disabilities (SEND). All children make rapid progress from their starting points. For example, those children who speak English as an additional language make swift progress in their speech.

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need to do better?

n Children develop their physical skills well. For instance, older children competently use balance bicycles to scoot over different surfaces in the garden. They follow younger children, showing respect by slowing down their pace to let the younger children lead. The childminder supports children to confidently negotiate the steps of the stool to wash their hands at the kitchen sink. Children develop the skills they need for writing, as they practise using their hand muscles to pick up small parts. n Parents comment on the extremely strong relationship they have with the childminder. They highly value the support she provides and comment that they are working together effectively to support children's learning. Parents are extremely happy about the progress their children make and the development of their child's personality. n Overall, teaching is good. The childminder communicates to children effectively

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need to do better?

through modelling good communication. For example, she provides a narrative throughout activities. However, during some discussions with children, she does

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need to do better?

9 January 2023 not always encourage them to reflect on past experiences, to reinforce and fully embed their learning. n The childminder finds out about children's culture and family life. Children enjoy sharing their special family celebrations with their friends, such as Diwali. This helps all children to feel valued and included. n The childminder provides many opportunities for children to access fresh air and exercise. They visit local parks, forest school and enjoy using the childminder's garden. They meet weekly with other childminders so the children experience larger groups. This helps to develop their social skills ready for their next educational stage. n Children learn self-help skills, such as putting on their coats and shoes. However, the childminder does not effectively use daily routines to promote children's independence. For example, she completes tasks for children that they could do for themselves.

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need to do better?

n The childminder has a good understanding of how to support children with SEND. She works very closely with parents to ensure children receive consistent support to make good progress. n The childminder teaches the children about safety, and they know what is expected of them. She teaches the children to be kind to animals, involving them in the care of the family pets. For example, children are thrilled to feed the pet rabbits as they hop down the stairs. This helps children to develop empathy and a sense of responsibility. n Children develop good language skills and learn new phrases quickly. For example, as they play with dolls, one child says, 'I am putting cream on the baby.' The childminder uses Makaton throughout her interactions with the children to support them with their communication and language development. For example, children confidently sign when they are hungry. The childminder quickly attends to their needs. This helps children to communicate their needs

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need to do better?

and develop good communication skills. n The childminder gathers the views of parents through regular discussion and questionnaires to evaluate her provision. She undertakes training to improve her practice. For example, she has attended training to develop the children's curiosity. She has successfully implemented her learning into practice. This helps to improve the outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility and role to safeguard children. She knows what to do if she has concerns about a child in her care, or concerns about their family. She has effective procedures to record accidents and injuries children sustain outside her care. The childminder is aware of her duty to be alert to people becoming radicalised. She knows the signs and symptoms of abuse and neglect and is confident to take action if required. The childminder has effective risk assessment processes in place that take account of the individual needs and capabilities of children. These include closer supervision when playing with small

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should:

n continue to encourage children to recall past experiences, to reinforce and embed their learning. n provide children with opportunities to develop their independence further.

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Setting details

Unique reference number EY487416 Local authority West Berkshire Inspection number 10264786 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 10 Date of previous inspection 26 June 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Reading, Berkshire. She operates her provision Monday to Wednesday, from 8am to 5.30pm.

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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 showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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 several parents during the inspection and took account of their views. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

9 January 2023 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

9 January 2023 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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