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 Outstanding

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The provision is good

Children are happy in the childminder's care. They are offered a flexible introduction to her setting. The childminder gains detailed information from parents, including what children already know and can do. Herself, and her assistant are warm, responsive and kind. Children happily seek them out for comfort and reassurance when they need it. This helps them feel safe and secure. The childminder knows the children very well. This helps her plan her curriculum. The childminder has a good understanding of how to support children's learning and development.

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The provision is good

The childminder places a strong focus on supporting children's communication and language skills. She precisely plans activities for the children that captures their interests and supports their next steps in learning. For example, children listen and concentrate intently as they pour water and explore the different sized ducks. The childminder models simple clear language in relation to the object. This helps broaden children's vocabulary.

p.2

The provision is good

Overall, children behave typically for their age. They are enthusiastic to learn. The childminder has high expectations of children. She is skilful at following children's interest and adapts the routines to meet children's needs. The childminder recognises children's individuality and provides personalised care and education. This supports children's self-esteem and well-being. All children make good progress against their starting points.

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need to do better?

n The childminder has continually strengthened her assessment procedures of what children can do. For example, she puts even greater emphasis on songs and reading where children require more support in developing their communication and language. The childminder asks questions as children play and gives them plenty of time to think and then respond. She models words and repeats back to children if they mispronounce them to help support their understanding and build their confidence. n The childminder and her assistant support children's health and well-being effectively. She ensures that children have their regular sleep times and develop healthy habits, such as washing their hands before mealtimes. This helps children learn how to care for themselves. n The childminder introduces mathematical language into children's play. Children can count in different variables, depending on their age and stage of

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need to do better?

development. They recognise colours and shapes in the environment and match numbers to amounts of objects. Children make good progress in their mathematical development.

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need to do better?

2 May 2024 n The childminder provides plenty of opportunities and space for children to develop their physical skills. Children love to move their bodies. They refine their coordination as they use small tools to roll and cut play dough or show how they can move their whole bodies with large movements during action songs. n The childminder fosters children's independence well. For example, she encourages children to choose their own toys from the available resources and to feed themselves at mealtimes. n Overall, children have a positive attitude to learning. They are polite and mostly listen well. However, the childminder does not always ensure that the strategies used for promoting positive behaviour are consistently applied and shared with her assistant. This sometimes leads to confusion and children not understanding the expectations of behaviour. n Children show good imagination and understanding of the world as they play

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need to do better?

with the sand and create a 'beach'. The childminder extends children's learning during these times. She asks questions to promote their language, thinking and understanding of the world. n The childminder regularly takes part in training. She uses her knowledge well, to review and develop her curriculum to encourage children's curiosity. However, the childminder is still developing how she implements her curriculum to maximise children's engagement, with a particular focus on the youngest children. n Parent partnership is a strength of this childminder. The childminder shares daily information with the parents. As such, parents report they feel very well supported and receive useful information about their children's development. They share that their children are always happy to come to the childminder's home. They feel that the childminder and her assistant are friendly and supportive and that they provide nurturing and caring attachments with their

p.3

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 review and strengthen the strategies used for promoting positive behaviour so that they are consistently understood and applied, and children gain more understanding of acceptable behaviour. n develop further the implementation of the curriculum, to support children's engagement more effectively.

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Setting details

Unique reference number EY441467 Local authority Slough Inspection number 10335211 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 19 Date of previous inspection 7 June 2018

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Information about this early years setting

The childminder registered in 2012 and lives in Slough. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday. She provides funded early education for two-, three- and four-year-old children. The childminder works with an assistant.

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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 childminder. n The childminder spoke to the inspector about her intentions for children's learning and how the curriculum is implemented. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder, her assistant and the children. 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

2 May 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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