Poffley, Kerensa Ann

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

The childminder provides a warm and caring environment for the children. She has a gentle approach and responds sensitively to the children's individual needs. This helps children learn how to interact positively with each other. Children show kindness and are caring towards each other. For example, children offer each other toys and find compromises to problems. Older children involve younger children in their play in a caring and sensitive way. Children's behaviour is good.

p.2

The provision is good

The childminder knows her children well and what she wants them to learn to be ready for their next stage in development. She supports the different abilities of the children and ensures that the learning is sequenced. For example, she provides a range of activities to support early mark making and letter recognition. Children are well-prepared for developing the skills they need for writing.

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The provision is good

The childminder helps children gain an understanding of diversity. She provides a range of resources that help children learn about similarities and differences. Children share a book about the world and reflect on similarities with their own lives at home. They also explore their local environment and meet up with others. This helps them to widen their experiences and knowledge of the world around them.

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need to do better?

n The childminder provides a varied and engaging curriculum, based on children's interests. She considers the differing needs and abilities of the children she cares for when providing resources and planning activities. For example, children of different ages play with foam, some making marks with paintbrushes, others using their hands to explore the texture. Children are confident to try new things and are motivated to learn. n The childminder supports children's developing language skills. She asks open- ended questions to support their engagement and introduces new language. For example, she encourages the children to think about how things feel and describe different textures and smells. She extends their thinking with prompting questions. This helps the children make links with their experiences and build on what they know. n The childminder promotes early mathematical skills. She supports children to

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need to do better?

recognise numbers and uses mathematical language when talking about shape and size. However, the childminder does not always make the most of opportunities to develop mathematical concepts further for the most able children. n Children learn how to develop good hygiene practices. They independently wipe their own noses and are encouraged to wash their hands before eating and after

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need to do better?

10 June 2024 using the toilet. Children learn how to look after their teeth through play activities. The childminder reminds children to put their hand over their mouth when coughing. This helps children learn to keep themselves and others healthy. n Generally, children develop their independence skills well. Children are free to make choices, and the childminder encourages them to try putting on their shoes before offering help. However, the childminder sometimes completes tasks for children without encouraging them to try for themselves. For example, at lunchtime, she opens children's lunch boxes for them, without giving them a chance to do this independently. This prevents children from developing even higher levels of independence in their self-help skills. n Children learn good manners. They often say 'please' and 'thank you' spontaneously and the childminder gently reminds them when they do not.

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need to do better?

Children are familiar with routines and expectations. For instance, they tidy up when they have finished playing and put their rubbish in the bin after eating. This helps children become responsible citizens. n Parents speak highly of the care and education the childminder provides. They comment positively on the progress the children have made. The childminder updates parents about what the children have been learning, which helps them to continue learning at home. Parents reflect that children are happy and look forward to attending. n The childminder maintains the required documentation to support her in her role. She reflects on her practice to develop and enhance her provision. The childminder completes mandatory training and targets professional development to support the specific needs of the children she cares for. This helps to keep her skills and knowledge up to date.

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 improve the organisation of routines to promote children's independence skills further, in particular during mealtimes n improve the curriculum for mathematics to offer more challenge and enable children to practise a wider range of mathematical concepts.

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Setting details

Unique reference number EY284971 Local authority West Berkshire Inspection number 10350899 Type of provision Childminder

p.4

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 12 Date of previous inspection 11 September 2018

p.4

Information about this early years setting

The childminder registered in 2004. She lives in Theale, Berkshire. The childminder operates all year round, Monday to Friday from 7.30am until 6pm. She offers funded education for two-, three- and four-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 she ensures 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 foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a group activity with the childminder. 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

10 June 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

10 June 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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