Childminder in Reading

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy their play and activities. The childminder provides positive praise and encouragement to children. This helps children to gain confidence to explore and investigate their environment under the childminder's close supervision. The childminder has a good understanding of children's stage of development and what they need to learn next. She provides good-quality interactions to support children's learning, such as language skills. For example, she talks and sings to babies and encourages their early sounds and word development. This helps babies to learn to respond back to the childminder's interactions with them. The childminder has identified some additional activities and outings to enhance children's learning experiences further.

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The provision is good

Children settle well on entry. The childminder generally gains a good understanding of their backgrounds and needs, such as through a home visit. This helps her to understand children's interests and needs. In addition, this helps to promote the start of a bond between the childminder and children while in their home environment. The childminder follows babies' home routines, including how they settle to sleep. This provides familiarity to children and helps them to feel safe and secure. The childminder helps babies to begin to develop awareness of how to share and take turns. For example, the childminder says 'thank you' to babies and talks about taking turns when passing toys between them.

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need to do better?

n The childminder is keen to learn and develop her skills and knowledge. She has undertaken some training to build on her teaching skills. In addition, the childminder has booked further training to develop her practice over time. She understands her responsibilities to support her registered assistant and to ensure they understand their role should they work with her in the future. n Children receive warm, attentive care from the childminder. The childminder develops a good understanding of their day-to-day individual needs. However, she has not considered requesting additional information to help her to understand and meet children's needs even more successfully. For instance, she does not actively seek information about children's backgrounds, such as religions or languages spoken at home. n The childminder understands what areas of learning she is supporting to help children move on in their development and progress. For instance, she

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need to do better?

encourages babies to stand at suitable activities to help strengthen their muscles and encourage their balance. The childminder has identified some further activities and outings to support children's learning. These are in the early stages of being planned and not yet implemented to enhance children's learning further.

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need to do better?

23 January 2024 n The childminder provides a good range of age-appropriate toys and activities. Children make choices about their play and select toys such as musical instruments and books from low-level storage. The childminder provides supportive interactions and follows children's interests at these times to engage them in play and learning well. For example, during the inspection, children enjoyed looking at pictures on a poster. The childminder talked to them about what they could see, such as animals and the noises they make. Children engaged well and had fun, giggling and babbling in response. n Babies are learning to express their needs and the childminder is responsive to these. For instance, babies point to things they would like to explore and the childminder gets items down for them. The childminder helps children to develop their self-esteem and confidence well. She forms positive relationships with

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need to do better?

children and offers praise along with supporting their investigation and exploration of the room and toys. n There are positive, professional partnerships with parents. The childminder encourages two-way communication with parents, including verbal discussions and using an online app. She shares information such as photos with them daily and encourages parents to seek reassurance from her about their child. Parents compliment the childminder's service. They comment that their children 'settled very quickly' and that they are 'very happy' with the care she provides. n The childminder has a secure understanding of promoting children's safety, such as to assess risks in relation to taking them on outings. She has a good awareness of safeguarding, including indicators that may raise concerns and the referral processes to follow.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n gain more information about children's individual needs and backgrounds to help support and meet these even more successfully n enhance the range of learning experiences to offer further support for children's development and progress.

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Setting details

Unique reference number 2713714 Local authority Reading Inspection number 10325128 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 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She lives in Tilehurst, Reading, Berkshire. The childminder offers her service all day Monday to Friday for most of the year, except for bank holidays and family holidays. The childminder has an assistant registered to work with her.

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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 and how she supports this. n The inspector talked to the childminder at appropriate times during the inspection and took account of her views. n The inspector observed children's play and activities and their interactions with the childminder. n Children interacted with the inspector during the inspection. n Parents provided written feedback about their experiences of using the childminder's service. 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

23 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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