Childminder in Bracknell Forest

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 demonstrate that they feel safe and happy in the care of the warm, welcoming and nurturing childminder and her enthusiastic assistant. The childminder knows the children in her care well. She is aware of what children already know and what she would like them to learn, and plans interesting activities for them. As a result, children enjoy attending and have great fun in her care.

p.2

The provision is good

The childminder and her assistant have high expectations for children's behaviour. They give children gentle reminders to remember to 'share with your friends' as they engage in play alongside others. They give consistent praise for children's successes, which helps to build on their confidence and self-esteem.

p.2

The provision is good

Children show good independence skills. The childminder encourages children to try to solve problems themselves before she steps into help. For example, children concentrate well and show determination as they try to find the matching animal sound buttons, which correspond to pictures in a book. They smile and giggle as they listen to the sounds, bouncing up and down with excitement. Children enjoy activities that support their developing mathematical skills. For instance, they enjoy counting humps on toy camels. They give the childminder a big smile as she praises their efforts.

p.2

need to do better?

n The childminder has a clear vision for the setting. She shares this with her assistant. The childminder creates an engaging curriculum around children's interests and different cultural events and festivals. She has a good understanding of child development and uses the curriculum to build and extend what children already know. The childminder uses assessments of children's development to inform her curriculum and planning. She focuses on the skills which children will need to progress in their next stage of their learning, such as promoting their independence and communication skills. n The childminder is passionate about providing good-quality care to children. She seeks out training opportunities to support her knowledge of children's development. The childminder involves her assistant in all training opportunities. For example, she has attended recent training on supporting children with special educational needs and/or disabilities. This has helped the childminder to

p.2

need to do better?

think about different ways to promote children's concentration and curiosity. n Children enjoy chatting to the childminder about what they are playing with, and she takes an interest in their conversations. The childminder introduces new words to children, such as 'stethoscope'. She models the correct pronunciation of words to children and praises their efforts. However, on occasion, the

p.2

need to do better?

9 July 2024 childminder does not always identify and respond to teaching opportunities to extend children's learning to the highest level. For example, children ask why monkeys move in the way they do, and they are not given a suggestion as to why. This does not fully support ways to improve future teaching opportunities. n The childminder supports children to develop their own ideas for play. For example, children enthusiastically use tools from a doctor's kit. Children work together happily as they pretend to take the temperatures and listen to the heart rate of the childminder and her assistant. This makes children giggle with delight and demonstrates warm and friendly relationships. n Children have many opportunities to learn about the world around them. They enjoy trips to the park and local garden centre, where they enjoy watching fish and small animals. This enables children to see others and develop their social

p.2

need to do better?

skills. n Leadership is highly effective. The assistant feels well supported. She is included in every aspect of the service and can confidently offer her own thoughts and ideas. The childminder and her assistant work exceptionally well as a team. There is a strong commitment to professional development and providing good- quality care in the setting. n Parents speak highly of the childminder. They say that their children 'practically jump out of their arms' to greet the childminder. This is due to the warm, trusting relationships she has formed with the children. Parents appreciate the time the childminder spends on settling-in sessions and her flexibility with these. They say they appreciate the daily activity log, which gives daily updates on their child. The childminder notes children who are ready to potty train and works with parents to achieve this. She shares ideas with parents to continue children's

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 enhance interactions with children to help them gain more knowledge and understanding during discussions.

p.3

Setting details

Unique reference number 119187 Local authority Bracknell Forest Inspection number 10346918 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 12 Number of children on roll 12 Date of previous inspection 29 August 2018

p.4

Information about this early years setting

The childminder registered in 2000 and lives in Sandhurst, Berkshire. She works alongside an assistant. The childminder provides care for children Monday to Friday from 7am to 6pm, all year round. The childminder and her assistant hold an appropriate qualification at level 3. The childminder accepts funding for the free provision of education for children aged two, three and four 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 discussed the early years curriculum with the inspector. 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 via written testimonials. n The childminder provided the inspector with a sample of key documents.

p.4

Inspection activities

9 July 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

9 July 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