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 enjoy the nurturing and homely environment at the childminder's house. They build strong bonds with the childminder who cares for them lovingly. Children seek out warm hugs and reassurance when they need it, nestling in safely as the childminder provides comfort. All children are happy and content. This supports them to be ready to play and learn. Children enjoy learning. For example, they stretch, roll and push their fingers into home-made play dough as they make up stories based on 'The Tiger Who Came to Tea' book. All children make good progress in their learning and development, supported by the childminder's curriculum.

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The provision is good

Overall, children behave well with the childminder's support. Children learn about how to look after themselves. For example, the childminder talks with them about what foods are healthy. She supports parents to provide healthy lunch boxes. Children also enjoy physical play at the local park, where they can run and climb to build their coordination, balance and strength. Children gain skills that will support them to lead active and healthy lifestyles.

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The provision is good

Children build relationships through playing together. They create their own games, such as spinning around together. They laugh together excitedly as they explore their senses and enjoy the feeling this gives them. They squeal with delight as they pop bubbles together, building their coordination skills. Children have a lot of fun during their play and learning.

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need to do better?

n The childminder evaluates her knowledge and the provision well. She invests in her own professional development. For example, she networks with other childminders, subscribes to emails for updates that keep her knowledge current, and she attends relevant training. This supports her to provide a well-rounded provision that supports children as they learn and grow. n The childminder plans and delivers a broad curriculum that promotes all areas of children's development. She takes time to find out what children are interested in, so that she can provide a range of activities and experiences to engage them in their learning. Children are well prepared for their next stage of learning. n Children are supported to develop an interest in reading and looking at books. For example, the childminder takes the children to the local library frequently. Children enjoy listening to stories and learning new concepts from non-fiction

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need to do better?

books. For example, they learn about how aeroplanes can carry water to put forest fires out. This supports children to build on their knowledge as well as developing new vocabulary. n The childminder promotes children's communication and language. She talks to

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need to do better?

30 April 2024 children throughout the day. They talk about everyday tasks as well as the children's interests. The childminder gives children time to respond when communicating with them. Children learn new words and what they mean. For example, they learn the word 'flood' when reading a book about rescue services. Children build a well-rounded knowledge of words and what they mean. n The childminder supports children to master the skills needed for their next stage of learning. For example, she supports children to prepare to move on to school. She teaches children the confidence to ask for help, how to put their own coats on and recognise their own name. Children are learning to become independent and self-sufficient. n There are slight inconsistencies in the support for children's behaviour. For most of the time, they take turns and share toys, with support from the childminder. They listen to instructions and know what is expected of them most of the time.

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need to do better?

For example, all children help to tidy away their toys. However, sometimes, children have conflict with each other which results in them feeling upset. The childminder comforts the children and talks to them about how they are feeling after the conflict, but she does not provide enough support to manage their feelings to prevent conflict with their friends. n Parents have positive views of the provision and the relationships they have with the childminder. One parent comments that the childminder is 'a cherished member of their extended family'. Parents and the childminder work in partnership to support children's development and well-being, maximising the outcome for their child.

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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.

p.3

should:

n support children to understand their emotions when they feel frustrated, to enable them to learn how to resolve conflict with others.

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Setting details

Unique reference number EY427904 Local authority Slough Inspection number 10260204 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 7 June 2018

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Information about this early years setting

The childminder registered in 2011. She lives in Slough, Berkshire. The childminder offers care between 8am and 5pm, weekdays throughout the year. She provides funded early education for two-year-old children.

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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 childminder. n The childminder showed the inspector the premises and discussed how they ensure that they are 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 early years curriculum. n Children spoke to, or communicated with, the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

30 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.

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Inspection activities

30 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.

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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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