Childminder in Slough

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 are happy, safe and valued in this nurturing and caring setting. They excitedly explore the activities on offer at the childminder's home. Children clearly feel at ease and are very confident in social situations. For example, they warmly greet visitors and tell them what they like to do. Children enjoy talking to friends in play and confidently share their ideas. For instance, they animatedly tell others that they are making 'sushi' in the sand and how it has 'chicken and tomato' inside. Children have a secure knowledge of wider concepts and recall this for later learning.

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The provision is good

The childminder has high expectations for children's behaviour. She uses positive language whenever children need gentle reminders. For instance, the childminder reminds them to go one at a time up the stairs and to take turns washing their hands. Children behave very well and consistently listen to instructions. This is demonstrated well when the childminder reminds children to share, and they happily give their friends a turn with a toy. This helps to promote a calm and enjoyable atmosphere.

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The provision is good

Children's communication and language skills are a real strength. They use a wide vocabulary that helps them to articulate what they know. For instance, children describe fruits as 'sour' while eating a snack and comfortably explain what it means to friends. The childminder is a great role model and encourages children to learn new words through repetition. For instance, some children repeat more difficult words, such as 'marsupial', from familiar stories. This helps children to be confident communicators.

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need to do better?

n The childminder uses children's interests well to plan a wide range of exciting activities. For example, she encourages children to mix paint to see which colours they can make. Children delight in this and excitedly tell their friends, 'it's turned purple'. However, sometimes, the curriculum is not sequenced in a way that builds on what children can already do or know. This means that there are times when the expectation of children's learning is pitched too low for their actual ability. n Independence and resilience are well fostered. Routines support children to develop a good understanding of self-care. The childminder expertly plans her environment to ensure children have everything they need to be independent. For example, she places spray bottles and a cloth at children's height so that they can use this to help clean surfaces. Children demonstrate the embedded routine well at snack time as they spray and wipe the tables and put away their

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need to do better?

plates. They have the independence skills they need when the time comes to

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need to do better?

20 March 2023 move to school. n The childminder understands the importance of developing children's cultural capital. She offers plenty of opportunities for children to learn about the world around them. For example, children excitedly feed a pet rabbit and discuss what it needs, such as food and water. This helps children to explore the natural world. In addition, the childminder offers children some opportunities to learn about what makes them unique. For example, children happily share pictures of their family and proudly tell visitors about them. However, at times, the childminder does not consistently offer children opportunities to incorporate their new experiences from home into their play. This does not support children to learn about other cultures and ways of life. n Children have positive attitudes to play and learning. For instance, they jump with joy as they dance to their chosen song 'Manic Monday'. They gleefully sing

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need to do better?

the words and ask visitors to dance with them. Children excitedly join in with familiar songs and know the phrases well. This helps children to learn new words and language. n The childminder recognises the importance of children developing a love of reading from an early age. She skilfully encourages children to enjoy books. For example, she provides children with books and puppets to ignite excitement about the experience. Children repeatedly ask the childminder to read their favourite stories. They delight in listening to stories such as 'Room on a Broom', retelling the story from memory. They have secure early literacy skills. n Parent partnerships are strong, and parents speak highly of the childminder's nurturing nature. Parents appreciate regular photos and verbal updates about their children's learning and development. They say that their children make 'best friends' and explain how the childminder has 'lovely bonds' with the

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need to do better?

children. The childminder supports children's home learning in a variety of ways. For example, she explains how, previously, she has given the children seeds to grow at home to learn about nature.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular safeguarding training to keep her knowledge up to date. She has an in-depth knowledge of issues, such as how to spot signs and symptoms of a child at risk of female genital mutilation. The childminder knows how to report any concerns she may have about a child's welfare. For instance, she details the 'front door' safeguarding portal provided by the local authority. The childminder knows the procedure she must follow should an allegation be made against herself or a household member. She carries out regular risk assessments of her home and all outings. For example, children confidently tell visitors how they wait on the 'safety mat' before getting in the car. This helps to teach children how to keep themselves safe.

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should:

n plan and sequence activities that are sharply focused on what the children need to learn next, ensuring children's engagement to the highest levels n develop the curriculum even further to support children to learn about other cultures and ways of life.

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Setting details

Unique reference number EY490274 Local authority Slough Inspection number 10280420 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 5 Number of children on roll 5 Date of previous inspection 19 September 2017

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Information about this early years setting

The childminder registered in 2015. She lives in Slough, Berkshire. The childminder operates on Monday to Friday, from 7.30am to 6pm, all year round, except public bank holidays. She provides funded early education for two-, three- and four-year- old children.

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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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure it is 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 childminder spoke to the inspector about children's learning and development, with a particular focus on early literacy. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 Parents shared their written feedback of the childminder with the inspector.

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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

20 March 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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