Mears, Kelly Michelle

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

The childminder provides a nurturing and homely environment where children feel safe and secure. She gathers information about children from parents at the outset. This helps her form strong relationships with the children. Children take great pride in their achievements and proudly display an abundance of their artwork.

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The provision is good

The childminder places a strong focus on supporting children's communication and language skills. She plans outings that capture their interests and support their next steps in learning. For example, a recent trip on a train to buy books, has inspired the children to learn about space. The curriculum is well sequenced. For instance, she extends their learning and introduces new words such as 'astronauts' and 'meteors'. This helps children to develop their already good vocabulary. Children who speak English as an additional language make very good progress. The childminder skilfully develops their understanding of different languages. For instance, she has learnt key words in Spanish. Older children are proud as they show visitors how they can count and sing with the childminder in their home language.

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The provision is good

Children behave very well. The childminder has high expectations of children's manners and behaviour. She recognises children's individuality and provides personalised care and education. All children make good progress against their starting points.

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need to do better?

n The childminder has good knowledge and understanding of children's development and what they need to learn next. She completes regular progress assessments that she shares with the parents and other relevant professionals. However, during some adult-led activities, the childminder does not fully consider how she can adapt her teaching to support the most able children as much as possible. n The childminder promotes healthy eating and oral hygiene. For example, children talk about cavities and know the importance of brushing their teeth. The childminder teaches younger children to wash and dry their hands before eating snacks. This supports the development of healthy lifestyle habits. n The childminder plans a broad range of daily outings to support children to learn about their community. For example, children visit the library for rhyme time and various local nature attractions. Children have many opportunities to meet others

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need to do better?

in the community, such as through playgroups. This develops children's social skills and builds their confidence in social situations. n Maths is weaved throughout the activities of the day. The childminder skilfully role models the use of numbers in children's play. Older children count

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need to do better?

22 February 2024 confidently and learn about dividing. For example, as children prepare their fruit snack the childminder talks about sharing the different fruits between the bowls. Children understand the concept as they share the banana with their friends. Children are acquiring early maths knowledge in preparation for later learning. n The childminder teaches children how to use tools safely as they attempt to gain new skills, such as cutting paper with scissors. Children use tweezers to pick small objects up and transfer them to pots. Activities such as these help children to develop their small muscles in preparation for later writing. Older children demonstrate this as they write their names. n The childminder expects children to behave well. She consistently models positive behaviour. For example, if a child becomes a little overwhelmed with their friends, the childminder is quick to recognise and gives them strategies to

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need to do better?

manage their emotions. Children are polite and well mannered. n Partnership with parents is excellent. The childminder regularly communicates through various methods of electronic contact. This helps to keep parents informed about their children's day. Parents report how their children have made progress in all areas of their development. They are particularly pleased with their children's communication and language development. n The childminder regularly evaluates her setting to ensure that she provides children with the best possible learning experiences. She keeps her training up to date and regularly attends a range courses. For instance, she has recently taken part in a course to broaden her knowledge of special educational needs. This helps her to develop her practice even further.

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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 planning to more fully consider how to adapt activities to challenge all children in their learning.

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Setting details

Unique reference number EY463868 Local authority Bracknell Forest Inspection number 10317227 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 13 Date of previous inspection 3 May 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Bracknell, Berkshire. She operates from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder offers 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 COVID19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the space and resources available for childminding to gain an understanding of how the early years provision and the curriculum are organised. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector observed the quality of teaching during activities and routines, and assessed the impact this has on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 February 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

22 February 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

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