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 are confident, happy and settled in the childminder's home-from-home environment. They excitedly welcome visitors and enjoy showing them what they are playing with. Children enjoy close bonds with the childminder, and they regularly share cuddles and comfort. These help children to have a secure attachment and build their self-assurance.

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The provision is good

The childminder has high expectations of children's behaviour. For example, she gently reminds children that a spoon is used for stirring as they wave it close to others. They respond quickly to the childminder and behave very well. Children are beginning to learn right from wrong. Furthermore, the childminder consistently teaches children good manners. For instance, she reminds younger children to say 'please' and 'thank you'. Children are extremely polite and understand what is expected of them.

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The provision is good

Children clearly have a love of reading and stories. For instance, they eagerly choose a book and hurriedly sit on the childminder's lap to listen to her read. Children sit for a long period of time as they are engrossed in the tale about pirates. They enjoy turning the pages and pointing to the pictures. Children develop good early literacy skills.

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need to do better?

n The childminder plans a curriculum based on children's interests and topics. She prioritises teaching children to have good social skills. For example, she regularly takes children to play at other local childminders' homes. This helps them to learn how to play collaboratively with others. Consequently, children are extremely confident in social situations. For instance, they enjoy chatting to the childminder and visitors as they play. Children have the social skills they need for future learning. n The childminder skilfully interweaves mathematical ideas into play. For example, younger children enjoy scooping rice into the childminder's hands. As they do this, the childminder counts slowly with the children. Children excitedly repeat number names and count up to 10. From an early age, children have a good understanding of numbers. n The childminder encourages children to follow good hygiene routines. For

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need to do better?

example, she encourages children to independently wash their hands before mealtimes. In addition, the childminder ensures that children benefit from nutritious snacks and meals. However, she does not place a great deal of focus on helping children to understand the importance of healthy eating. n The childminder understands the importance of supporting children's communication and language skills. Opportunities for children to learn new

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need to do better?

20 June 2023 words are plentiful. For example, the childminder continuously repeats words such as 'penguin'. Children happily repeat new words back to her. Children have a wide vocabulary and use this to talk about what they know. n The childminder teaches children about the wider world. For example, children enjoy outings in the local community and learn about some cultural festivals such as the King's coronation. However, the childminder does not offer opportunities for children to celebrate their own cultures and uniqueness. n The childminder focuses on offering children daily opportunities to be physically active in play. For instance, children smile with joy as they independently climb up and slide down equipment in the garden. In addition, the childminder takes them on daily walks and outings such as to parks and nature spots. This helps children to learn the large physical skills they need to explore their environment.

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need to do better?

n Partnerships with parents are good. Parents say that the childminder shares close bonds with the children. They comment that children are 'excited' to go to her every morning. This helps children's well-being and confidence. Parents appreciate the daily verbal feedback about their children's learning and development. This helps parents to extend their children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends regular training to keep her safeguarding knowledge up to date. She knows how to spot signs and symptoms if a child or their family are at risk of radicalised or extremist views. The childminder knows where to report any concerns about a child's welfare. She also knows where to report if she receives an allegation about herself or a household member. The childminder carries out thorough risk assessments and supports children to learn how keep themselves safe. For example, she teaches children to be cautious around unfamiliar dogs. This helps minimise the risks to children.

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should:

n extend the support for children to learn about healthy lifestyles such as the benefits of healthy eating n extend further the opportunities for children to develop an awareness of similarities and differences with others to help them understand what makes them unique.

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Setting details

Unique reference number 108102 Local authority Windsor and Maidenhead Inspection number 10295255 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 1 Date of previous inspection 19 December 2017

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Information about this early years setting

The childminder registered in 1994 and lives in Maidenhead, Berkshire. She operates throughout most of the year, from 8am to 5.30pm, Monday to Thursday. She holds a relevant childcare qualification at level 3.

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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 spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their 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 observed the interactions between the childminder and the children. n Parents shared their written feedback of the setting with the inspector.

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Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

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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 June 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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