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 Not Met (with actions)

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The provision is good

Children form strong bonds with this caring childminder and her assistants, who know the children and their families well. The childminder collects information from parents to support children when they first start. Routines meet children's needs. Children show that they know what is expected of them and behave well.

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The provision is good

Children show that they feel safe and secure. They seek staff out when they need comfort, reassurance or would like a cuddle. Older children support younger children in their play and daily routines. Younger children enjoy this time with the older children and benefit from these interactions. For example, the older children tidy up well, and the younger children happily copy and help to put the toys away.

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The provision is good

The childminder and her assistants have high expectations for children. They use regular observation and assessment to identify children's next steps in learning and development. Staff then plan around these to ensure that children make regular progress. Activities link to weekly themes. For example, the current theme is minibeasts. Older children create pictures using stickers of different bugs. They use their fine motor skills to place the stickers carefully into position on their pictures. As children create their pictures, the childminder introduces descriptive language and talks to them about how the bugs move. Children then count how many of each insect they have used. Younger children explore books about bugs and show delight at the pictures. They explore an outdoor activity looking at different bugs.

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need to do better?

n The childminder has a clear vision for what she wants children to achieve during their time at the setting. The curriculum is planned to meet the needs of different-aged children. Activities provide children with a variety of experiences. On-the-spot planning works well. For example, children enjoy playing with a pirate ship. Staff get the dressing-up clothes out and children help each other to dress as pirates. Children smile and proudly show each other and the adults what they are wearing. n The childminder works with two assistants. They enjoy their work, are happy and feel supported. The childminder encourages training and supports her assistants to progress in their careers. She completes observations of her staff, and they have opportunities to discuss any concerns and the needs of the children. However, the childminder does not have formal meetings, which would provide staff with the opportunity to discuss confidential matters.

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need to do better?

n The childminder and her assistants support children's communication and language well through activities and play. They talk to the children about what they are doing and encourage them to recall previous learning and events. Children share ideas to support their play. They listen well to each other and the

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need to do better?

11 March 2024 adults. Younger children enjoy listening to stories. However, staff interactions are not always consistent and, at times, staff do not ask children thought-provoking questions or give them time to respond. n Children are supported to be independent. They understand that they need to wash their hands after using the toilet. Children are supported for the next stage in their learning. The childminder prepares children for their transition to school. She supports them to put their shoes and coats on independently. They are encouraged to be confident learners and to ask for what they need. n Children are provided with opportunities to be active and develop their physical skills. They spend time in the garden using climbing equipment and building skills on the balance beam. Children enjoy acting out stories, such as 'We're Going on a Bear Hunt', which encourages them to move in different ways.

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need to do better?

n The childminder shares regular communication with parents. This includes information on the progress that their children make and how they can support learning at home. Parents describe the childminder and her assistants as 'attentive' and 'caring'. They say that their children are happy and excited to attend. n The childminder works with other agencies and childcare providers to support children and their families. If concerns about a child's development are identified, the childminder seeks advice from relevant agencies to ensure the child and their family receive support in the quickest time. Partnership working ensures information-sharing and consistency for children.

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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 develop formal meetings further to provide staff with further opportunities to discuss confidential matters n develop the quality of interactions further to consistently support children's communication and language development even more.

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Setting details

Unique reference number EY428312 Local authority Windsor and Maidenhead Inspection number 10305802 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 9 Number of children on roll 12 Date of previous inspection 12 April 2023

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Information about this early years setting

The childminder registered in 2011. She lives in Maidenhead, Berkshire. The childminder works Monday to Friday, from 8am to 6pm, for most weeks of the year. She works with assistants. The childminder receives funding for children aged two, three and four years old.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n Children spoke to/communicated with the inspector during the inspection. n The inspector talked to the childminder's assistants at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on 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

11 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

11 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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