Childminder in Wokingham

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 thoroughly enjoy their time with the childminder and her assistant, who are very attentive to their needs. Children form very close bonds with them, finding them for a supportive cuddle before returning to their play. When conflicts occur, the childminder sensitively points out the effect of their behaviour on other children. They ask for ideas to put things right. This helps children to learn how to take an active role in resolving problems. The childminder helps children to recognise and name their feelings. When children are upset, their friends find the 'crying' face and take it to show the child that they understand how they are feeling.

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The provision is good

Children are very curious and use all their senses to explore. For example, they listen to squeaky wheels on the bus, repeatedly moving it to make it squeak more. They turn round and round and then stand still to experience getting dizzy, laughing when they wobble. They smell fruit, wrinkling their noses. Using many senses helps children to remember more about what they experience.

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The provision is good

The childminder provides opportunities for children to widen their experiences. For instance, they visit the Chinese supermarket to look at vegetables and the airport café overlooking the runway. Children remember these trips and recall them when they see photographs. This helps them to use their expanding vocabulary.

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need to do better?

n The childminder assesses children's development constantly, identifying meaningful next steps for them. These are discussed with their parents to provide consistent support for children, both at home and at the childminder's house. The childminder plans exciting and purposeful activities for children to consolidate and develop their learning. For example, she selects brightly coloured fruit for children to explore. They name the fruit and the colour, matching them to coloured markers on the table. n Parents are very happy with the care and learning provided by the childminder. They value the advice given to them. Parents report that the childminder is very engaged with their children's development and that their children have come on 'leaps and bounds'. They say they are 'constantly amazed' by the things their children have learned. This collaborative approach supports children to make good progress.

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need to do better?

n The childminder and her assistant are beginning to develop children's independence. For example, children hand out plates for snack and are encouraged to pull up their socks. However, at times, the childminder does not take the differing capabilities of children into account, to enable them to be increasingly independent in the environment.

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need to do better?

25 January 2023 n Children develop mathematical concepts as they play. They explore shape and space as they fit small animals into boxes and squeeze themselves into the small space at the side of the cupboard. They complete shape puzzles. The childminder encourages children to observe the size and weight of fruit and teaches language of comparison, such as 'lots' and 'more'. Babies play with balls that vary in size, weight and texture. They drop the balls and watch them roll. Children are building a secure foundation upon which to develop further mathematical concepts. n Children have a love of books. When the childminder reads a story with a child, the others spontaneously stop what they are doing and join her. Younger children sit on her lap, and others snuggle around her. They pay strong attention, listening intently. The childminder uses the pictures to add meaning to the words. The childminder develops the children's vocabulary in other ways. For

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need to do better?

example, when they peel tangerines, she points out the 'peel' and the 'segments' clearly, reminding them as they eat each piece. n The childminder and her assistant work together very effectively. The childminder skilfully coaches her assistant, who feels well supported. They place high importance on training and personal research to develop their practice. The childminder gathers parents' views of her setting and takes them into account when evaluating her setting. However, she does not routinely share the detailed knowledge she has of the children in her care with other professionals in the community when children move on to schools or pre-school. This is not fully effective in supporting children's transitions.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand their role to safeguard children. The childminder knows the signs and symptoms of abuse and neglect and has appropriate recording procedures in place. She knows how to seek advice and how to make safeguarding referrals. The childminder and her assistant are aware of other risks that may impact children's safety, such as radicalisation, grooming and county lines. They know who to contact if they are worried about the conduct of other adults caring for children. The childminder has appropriate procedures and risk assessments in place.

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should:

n provide further opportunities to promote younger children's independence n develop ways to share information with other professionals and institutions, such as schools and pre-schools, to support successful transitions.

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Setting details

Unique reference number EY490095 Local authority Wokingham Inspection number 10264655 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 6 Date of previous inspection 21 June 2017

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Information about this early years setting

The childminder registered in 2015. She lives in Twyford, Berkshire. The childminder works with an assistant. She operates all year round, Monday to Friday, from 7am to 6pm, except for bank holidays and family holidays.

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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 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 interactions between the childminder, her assistant and children. n The childminder and the inspector carried out a joint observation of an activity exploring fruit. n The inspector considered the views of parents, expressed in writing. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 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

25 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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