Barnett, Angela Juliet

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

Children are happy and settled in the care of this friendly and attentive childminder. The childminder carefully considers how to support children to develop their self- esteem and well-being. She is respectful of them, asking, 'Would you like a cuddle?' when they arrive upset. As a result, children readily go to her for cuddles, reassurance and to share their play.

p.2

The provision is good

Children have lots of fun in the childminder's homely setting. Her passion for her role is clearly evident and contributes to the delight and confidence that children show. The childminder reminds children of her expectations and children behave very well. They benefit from the calm and positive atmosphere of trust and mutual respect that the childminder provides. For example, children smile with glee as they expertly take turns blowing bubbles in the garden with their friends. They show deep respect for others and have the social skills they need to get along well together.

p.2

The provision is good

The childminder wants all children to achieve the best they can. Her curriculum focuses on building children's independence and confidence. The childminder provides a varied range of age-appropriate toys and resources to help children achieve this. For example, children enjoy choosing what they would like to do next. They jump with joy as they help to get the tower blocks out. Children have the confidence they need when the time comes to go to school.

p.2

need to do better?

n The childminder implements a curriculum that is tailored to children's learning. She observes children and assesses their achievements. The childminder knows the children well and talks confidently about them. For instance, she recognises when some children need her close by to support their well-being. However, at times, the childminder does not take full account of children's interests when she plans activities. This means that, on occasion, activities do not hold some children's interest as fully and they are not engaged as successfully in some aspects of their play and learning. This does not stimulate these children to achieve high levels of engagement in play and learning. n Overall, the childminder provides experiences for children that develop their understanding and build on their learning effectively. For instance, children enjoy mixing coloured water and excitedly tell the childminder that it has turned

p.2

need to do better?

'purple'. This helps children to learn new ideas and begin to understand the world. However, the childminder does not always encourage children to make choices and develop their own ideas. For example, she follows her prepared plans carefully and, at times, does not recognise opportunities to adapt these in response to children's ideas, to further support their independent thinking.

p.2

need to do better?

17 May 2024 n The childminder provides enriching experiences that teach children about nature and where food comes from. Children plant, grow and eat the vegetables from the garden. The childminder teaches children about creatures that live in the garden. For example, younger children enjoy peering into the pond to see frogspawn. Children gain important knowledge about the world. n The childminder supports children's speech and language skills well. She chats to children as they play, providing a running commentary of what they are doing. She introduces new vocabulary and models taking turns in conversation. For instance, the childminder gleefully repeats 'spout' as they pour water together. Children happily repeat it back to her. They are becoming confident communicators. n The childminder strives to continuously improve her practice. She is enthusiastic about developing her skills and knowledge. For example, she completed a 'risky

p.2

need to do better?

play' course to learn about ways to incorporate this into a home setting. Following this, the childminder encourages children to try hard as they build a large tower from soft blocks. She skilfully supports them and asks them if they need help. This enables the childminder to challenge children and make a positive impact on learning. n The childminder has strong partnerships with parents. She keeps them fully informed about their child's day and learning. Written testimonials from parents demonstrate the high regard they have for the childminder, describing her as having 'dedication, expertise and genuinely wishes for every child to thrive'. She regularly talks to parents and shares children's learning with them and this helps children in their development even further.

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 planning to take more account of children's interests and stimulate even fuller engagement in their play and learning n extend skills in recognising how to support children to make choices and develop their own ideas during activities.

p.3

Setting details

Unique reference number 118964 Local authority Bracknell Forest Inspection number 10339374 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 14 Date of previous inspection 13 July 2018

p.4

Information about this early years setting

The childminder registered in 1984. She lives in Sandhurst, Berkshire. The childminder operates all year round, from 7am to 7.30pm, Monday to Friday, except for bank holidays and family holidays. She holds a relevant early years qualification at level 3. The childminder receives funding to provide free early education for two-, three- and four-year-old children.

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 Children spoke to the inspector about what they enjoy doing while with the childminder. 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 The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector through written feedback. n The childminder and the inspector carried out a joint observation during a planned activity. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum.

p.5

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.

p.5

Inspection activities

17 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.

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