Childminder in Slough

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 show that they feel safe and secure in this home-from-home setting. For example, they approach the childminder if they need support or comfort and are happy and calm. The childminder sets out rules that the children follow well. For example, children know that when they have finished with toys, they must tidy them away before starting a new activity.

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The provision is good

The childminder provides activities and equipment for the children to play with. She also offers children the opportunity to make choices for themselves and to choose what they would like to play with. This supports children to be confident when making their own choices. Children behave well. They show that they know the routine and what is expected of them.

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The provision is good

The childminder adapts her provision to meet the age and stage of children's development. She works with parents to support children with transitions and the next stage of their learning. For example, the childminder plans activities to support children for their move to preschool. She provides opportunities for the children to socialise with other children and to help them share and take turns.

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need to do better?

n The childminder has a clear vision of what she wants children to achieve during their time at the setting. The childminder works closely with parents to help meet children's needs. The childminder attends a range of development opportunities to help extend her professional knowledge. For example, training on communication and language supports the childminder to identify potential delays. n Overall, children's independence is supported well. The childminder supports children with potty training and to make choices for themselves. However, at times, children are not given the opportunity to complete some tasks for themselves. For example, the childminder washes the children's hands instead of them doing this for themselves. At lunch time, the childminder unwraps snacks and peels fruit. These are activities that would support children's further independence and help them to learn how to meet their own needs.

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need to do better?

n The childminder supports children's communication and language. She sings with children as they play. The childminder reads stories that engage children. She introduces new words and descriptive language during play. The childminder talks to the children and asks questions. However, she does not always give children the time they need to process their thought, think through their ideas and respond. n Children have opportunities to socialise with other children. The childminder plans trips to playgroups and outings with other childminders. She supports

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need to do better?

5 March 2024 children to play in small groups and to share and take turns. Children learn how their actions affect others and how to manage their own emotions and their reactions to different situations. n The childminder provides children with daily opportunities for fresh air and promotes their physical development. She plans around the age and individual needs of children. For example, she supports younger children as they learn to climb steps on the slide. Older children enjoy regular trips to the park to use different equipment. The childminder recognises the need for children to build fine motor skills to prepare them for early writing. She provides activities such as play dough, painting and play activities with small parts, to help children strengthen the muscles they will need for writing. n Children make good progress in their mathematical development. The childminder skilfully implements this area of learning into children's everyday

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need to do better?

activities and play. Children confidently count objects. Through games and activities, the childminder encourages the children to name and group together matching shapes. The childminder introduces positional language such as, on top, under, and over. Children then use these words when building a house using magnetic shapes. They talk about using more or less shapes and making the house taller. n The childminder ensures that parents are fully informed about all aspects of children's learning and how to support this at home. The childminder works with parents to provide consistency and offer ideas on how parents can support children with their development.

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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 enhance the support to encourage children's independence throughout their everyday activities and routines n extend opportunities for children to share their own knowledge and ideas, and allow them more time to respond and answer questions.

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Setting details

Unique reference number EY348384 Local authority Slough Inspection number 10308217 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 2 Date of previous inspection 15 March 2018

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Information about this early years setting

The childminder registered in 2007. She lives in Slough, Berkshire. The childminder works Monday to Friday from 8am until 5.30pm, all year round. The childminder receives free early education funding for children aged 2-, three- and four-years old.

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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 provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n Children spoke to/communicated with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

5 March 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

5 March 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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