Childminder in Wokingham

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 and confident in the childminder's inviting and welcoming home. They develop strong bonds with the childminder and clearly enjoy being in her company. Children are kind and caring towards each other. The childminder uses plenty of praise and encouragement, which helps to build children's self- esteem and confidence. The childminder is a good role model. She has high expectations of children's behaviour.

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The provision is good

The childminder provides a good range of interesting and unusual activities to encourage them to become involved and motivated to learn. For example, she hides pictures of various dinosaurs from a favourite story for children to find. They go on an 'adventure' throughout the house, looking for the pictures using magnifying glasses and binoculars. Children maintain high levels of focus and concentration as they indulge in fun role play with the childminder. Children remind adults and each other that they need to be quiet to not wake up the dinosaurs.

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The provision is good

The childminder organises ample experiences for children to play outdoors in the fresh air, such as in her garden and the local woods. Children have a wonderful time as they splash and jump in large puddles in their wet suits and wellington boots. They are fully supported in their play by the childminder, who makes learning fun. The childminder expands children's experiences as she adds various items to the water, such as pots and spoons. Children spoon water into the pots and excitedly discover which items float or sink.

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need to do better?

n Teaching is good. The childminder uses effective teaching strategies to identify any misunderstandings in children's existing knowledge. She uses this information to extend what children already know. For instance, as children engage in colour-matching activities, she asks them to name the colours and sensitively corrects them when needed. n Children go on regular walks in the community and attend toddler groups where the childminder meets with other childminders and their children. They learn about various festivals and celebrations and look at books and resources to learn about different people and communities. This helps to develop children's understanding of the world around them. n Parents speak highly of the childminder. They comment that they are kept well informed about the daily activities which their children are engaged in. The childminder has clear intentions for children's learning. This helps support

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need to do better?

learning at home. The childminder collects a variety of information about the children with parents on entry. However, she does not collect in-depth information about children's development and previous experiences to inform

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need to do better?

22 February 2024 her curriculum right from the start. n The childminder understands her safeguarding responsibilities to protect children from harm. She knows the procedures to follow if she has concerns about a child's well-being. The childminder attends regular safeguarding training, which helps keep her knowledge current about safeguarding issues that may affect children. n The childminder supports the children to develop their mathematical skills. For example, she teaches children to match the number of dinosaurs to the correct numerals. Children practise showing amounts with their fingers. Counting is well practised, and mathematical words are well developed. n Children develop their independence. For example, they wash their hands for snack time and pour their own drinks with the help of the childminder. However, on occasions, the organisation of some of the resources does not enable children to be independent in their play. For example, children are unable to access some

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need to do better?

resources without asking an adult. n The childminder knows the children well. She thinks carefully about their interests and uses this knowledge to engage them with activities. Children are excited to listen to a story about dinosaurs. The childminder reads the story using different and interesting voices to add to the suspense. The children join in with the story, jumping and roaring like the dinosaur in the picture and pretending to mimic different dinosaurs flying and stomping. n The childminder regularly reflects on her strengths and areas for development. She includes parents' and children's views when making evaluations of her service. Furthermore, the childminder shows strong commitment to keeping her professional development up to date. For example, she has recently completed a degree in early childhood studies.

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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 engage parents more fully in sharing information about children's starting points, to inform the curriculum right from the start n further consider the organisation of the environment to support children to be more independent in extending their own learning.

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Setting details

Unique reference number EY216134 Local authority Wokingham Inspection number 10317308 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 4 Date of previous inspection 21 May 2018

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Information about this early years setting

The childminder registered in 2002. The childminder operates Tuesdays, Wednesdays and Thursdays, from 8am to 5pm, for most of the year. She holds an appropriate qualification at level 6.

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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 her evaluation of the childminder. n The inspector considered parents' written views during the inspection. n The childminder and the inspector discussed how the childminder organises her early years setting, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and children.

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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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