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

p.1

The provision is good

New children settle quickly into the childminder's care, helped by her calm, gentle nature. The childminder takes care to get to know children well and plans the learning environment around their needs and interests. For example, she places toys on furniture carefully placed around the room to encourage babies to pull themselves up to standing. Children can choose what they want to play with from a range of resources. Children's knowledge of the wider world is enriched through trips into the community, such as to the library and the park to feed the ducks. The childminder then helps children to make further connections in their learning as they read stories about ducks.

p.2

The provision is good

Children's safety is given high priority. The childminder is vigilant and supervises children closely at all times. She is a positive role model and teaches children what is expected of them. The childminder supports children's well-being effectively and helps them to feel safe and secure. She reaches out to hold children's hands and offers them a cuddle when they need reassurance. The childminder provides a language-rich environment for children. She ensures that children hear a wide range of vocabulary throughout the day.

p.2

need to do better?

n The childminder is proactive at seeking out training opportunities to help further develop her skills. So far, her recent training has focused on communication and language. The impact of this is evident as the childminder narrates children's play and introduces simple instruction words to build children's vocabulary. For example, she says 'push' and models how to push shapes through a shape sorter. n Also as a result of her recent training, the childminder has started to monitor children's progress in communication and language closely. The childminder has a broad understanding of children's development across other areas of learning but her monitoring of these is less precise. That being said, children make good progress. n The childminder is responsive to young children's needs and understands their non-verbal cues, such as when they rub their eyes to indicate that they are tired. The childminder adapts her routine to make sure that children's needs are

p.2

need to do better?

always met. Babies snuggle into the childminder's lap to enjoy warm milk before their sleep. n The childminder supports children to develop a love of books and stories. She provides a range of different books, such as board books and electronic books with buttons and sounds. The childminder shows children how to care for their books and put them away when they have finished. n The childminder has developed good partnerships with parents. She provides

p.2

need to do better?

29 April 2024 them with a wealth of information about her setting when they first start, such as her policies and procedures and how she supports children's learning. Parents appreciate the homely setting and feel that they receive good communication about their children's experiences and progress during their time with the childminder. The childminder has not yet developed effective partnerships with other early years settings that children attend, to share information and offer a consistent approach to children's learning and development. n Children focus well and engage in the activities on offer. For example, babies spend some time pressing the buttons on an interactive book to gain the reaction they want. They listen intently to the childminder and respond positively. When they point to the correct pictures in the book when asked, children receive lots of praise. Children display positive attitudes to learning from

p.2

need to do better?

a young age. n Children's good health and hygiene are supported well. The childminder wipes babies' noses promptly and monitors the meals provided by parents to ensure that they are healthy. The childminder also ensures that children have access to fresh air and exercise every day.

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 strengthen ongoing assessment to ensure that there is a clear focus on all areas of learning to more accurately monitor children's progress n develop information-sharing with other settings children attend, to promote more continuity in their learning and development.

p.3

Setting details

Unique reference number EY397361 Local authority Slough Inspection number 10335654 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 22 June 2018

p.4

Information about this early years setting

The childminder registered in 2009. She lives in Slough and operates her provision Monday to Friday, from 8am to 6pm, for most of the year. The childminder receives funding to provide free early education for children aged three years.

p.4

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 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 foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. 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.

p.4

Inspection activities

29 April 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.

p.4

Inspection activities

29 April 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6