Childminder in Windsor and Maidenhead

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 enjoy the childminder's warm and homely environment. They laugh as they play 'peek-a-boo' together and climb into boxes hiding. Children feel safe as they play. They confidently select from a good range of resources to support their learning. Older children have a go at the activities planned by the childminder and show high levels of concentration during activities. Younger children indicate what they would like by pointing to toys and selecting books to read with the childminder. The childminder is responsive to their needs and gives plenty of care and reassurance as they play. Children regularly approach the childminder for a cuddle and help with tasks.

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The provision is good

Children learn many skills during their trips into the community. For example, they learn nursery rhymes and develop friendships during their visits to the local library. Children meet their friends during regular trips to the park. These outings help them learn to manage risks such as climbing on play equipment and crossing roads safely. They get plenty of fresh air and heart raising exercise. Children report they love to feed the ducks and climb trees on their trips out with the childminder. They eagerly ask her each morning which outings are planned for the day.

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need to do better?

n Children have many opportunities to develop their understanding of the natural world. For example, they plant tomatoes and carrots then learn how their food grows before tasting it. n The childminder knows children and families well. She makes assessments of what children know and can do. The childminder has clear plans to support children and shares these with parents. All children make good progress with learning and development. n Overall, the childminder is a good communicator and encourages conversations with children. The childminder points to pictures and items to introduce vocabulary as children play. However, sometimes the childminder asks lots of questions and does not give the children sufficient time to reflect, respond and share their thoughts. At times, this means communication is not developed to the highest levels. n Children learn about which foods are healthy to eat. Older children colour in

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need to do better?

pictures of healthy food and discuss these as they stick them onto a plate. Children discuss how to keep their teeth clean with the childminder and they enjoy a wide range of healthy snacks. The childminder encourages independence and choice. For example, children choose fruit from the bowl and peel it independently. n The childminder introduces early mathematical language as children play and learn. For instance, younger children learn to post shapes into a box while the

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need to do better?

22 February 2023 childminder identifies which shapes they are. Older children can count confidently and use a range of words to describe the size of materials. Children chop and roll play dough, line it up in size order and create many different shapes during their imaginative play. n The childminder plans experiences which celebrate the culture and festivals of the children she supports. For example, children have visited a local castle and learned about the royal family and soldiers. However, the childminder has not fully developed programmes and resources which help children learn about cultures and people different to themselves. This means their understanding of diversity is not developed to the highest levels. n Parents report their children thrive in the childminder's care. They describe how the childminder provides an environment where children feel safe, secure and have lots of fun. Parents appreciate how the childminder adapts her routines to

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need to do better?

meet the changing needs of their children as they grow and develop. n Older children thoroughly enjoy creating gifts for Mother's Day. They concentrate for a long time and carefully put stickers onto a plant pot. This helps develop the small muscles in their hands. Children discuss the daffodil bulbs they will plant in the pot. n The childminder has a good understanding of the 'Statutory framework for the early years foundation stage' requirements. She receives regular updates from her local authority when there are changes to legislation. The childminder uses a range of training, documentaries, and online forums to keep her knowledge up to date.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands reporting requirements if she has concerns a child is at risk. She confidently summarises many indicators that children may be at risk. The childminder recently developed her understanding about current safeguarding issues. For example, the signs when a child may be at risk of being groomed and exploited. The childminder keeps detailed attendance records and follows up any non-attendance to make sure children are safe. The childminder teaches children to stay safe in the community and develops their understanding of managing small risks. For example, staying safe by the water as they feed the ducks.

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should:

n give children lots of time to share their thoughts and respond to questions, to help them develop their communication skills to the highest levels n develop planning and resources even further to help children learn about similarities and differences between themselves and others.

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Setting details

Unique reference number EY292158 Local authority Windsor and Maidenhead Inspection number 10263537 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 2 Date of previous inspection 4 May 2017

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Information about this early years setting

The childminder registered in 2004. She lives in Maidenhead, Berkshire. She operates Monday to Thursday from 8am to 5pm all year round. The childminder receives funding for the provision of free early education for children age 3 and 4.

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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 completed a learning walk together to discuss the childminder's intentions for children's learning. n Parents shared their views of the setting with the inspector. n The inspector assessed the childminder's understanding of keeping children safe. n Children spoke to the inspector about what they enjoy doing while with 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

22 February 2023 22 February 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

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

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