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 arrive happy and excited for their day at this setting. Children show that they feel safe and secure. They confidently explore the environment and choose from the range of activities that the childminder and her co-childminder make available for them. Children include the childminder and visitors in their play. They are proud to show their achievements. For example, children threading beads excitedly show their friends and adults what they have done.

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The provision is good

The childminder is a good role model, and children behave well. Children use manners and show respect to each other. Gentle reminders about sharing and taking turns help children to play alongside, and with, each other. The childminder has built strong bonds with the children. She uses information gathered from parents to plan activities that successfully capture children's interests. All children, even the youngest, stay at activities for extended periods of time.

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The provision is good

The childminder has clear intentions for activities and children's learning is well thought out and sequenced. She successfully plans activities that support children to solve problems and capture their interest. The childminder supports children to become independent and curious learners. They confidently express their ideas and share these with other children and adults.

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need to do better?

n The childminder works well with her co-childminder. They regularly feed back observations of each other's practice to ensure that they are meeting the needs of the children. Activities are evaluated and adapted. The childminder completes regular training to ensure that her knowledge is updated. n Regular assessment and planning support the childminder to identify delays in children's development and these are addressed quickly. The childminder works with parents and other agencies to ensure that children get the early help they need. Children make good progress. n Children develop a love of reading. The childminder reads enthusiastically to the children. She takes on the role of different characters by changing the tone of her voice. Children choose books for the childminder to read. The children listen intently and finish the end of sentences from well-loved stories. The childminder completed training to support and capture children's interests in books. She has

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need to do better?

created and added resources for children to explore when looking at books and to help bring the story to life. n Activities are planned around the children's interests and needs. Focus activities give the children opportunities to work together and interact. While all children enthusiastically take part in group activities, at times, not enough consideration is given to the organisation. For example, during a play dough activity the

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need to do better?

9 January 2024 youngest children were seated slightly away from the older children. Although they enjoyed playing with the dough, they did not benefit as much from the adult interaction. n Children's physical development is supported well. The childminder plans activities and experiences to help children learn new skills and build on existing ones. For example, the childminder recognised that some children struggled with coordination and balance. She created an obstacle course for the children and regularly takes them to outdoor spaces to climb trees and use a variety of different equipment. n Children's mathematical development is supported well. The childminder recognises the different ways that this can be incorporated into children's learning. For example, children enjoy water play. The childminder provides resources so that the children can measure the water into different-sized containers. Children explore and talk about quantities.

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need to do better?

n The childminder supports children's personal, social and emotional development well. Children are encouraged to be independent and look after their learning space. Children are supported to regulate their emotions and think about other children's feelings. The childminder is quick to respond if she can see that a child is becoming frustrated or upset. n The childminder supports children to learn about keeping themselves and others safe. Children are encouraged to tidy toys away when they have finished playing with them and reminded about trip hazards. The childminder teaches children how to keep themselves safe when out in public areas. For example, she talks to them about road safety.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the organisation of group activities to include the youngest children more effectively.

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Setting details

Unique reference number EY501576 Local authority Windsor and Maidenhead Inspection number 10323907 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 12 Date of previous inspection 5 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Cookham, near Maidenhead, Berkshire. The childminder works with a co-childminder and offers care Monday to Thursday from 7.30am to 6.00pm, all year round.

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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 she ensures that it is safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

9 January 2024 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 2024 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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