Childminder in West Berkshire

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 demonstrate that they feel happy, safe, and secure in the warm and homely environment. They develop very good relationships with the childminder and secure attachments between the childminder and children are evident. These positive relationships are initially built during the settling-in sessions, including the childminder visiting children and families in their own homes. She uses these opportunities to find out about the individual characteristics and needs of the children. This enables her to ensure that their emotional and care needs are met.

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The provision is good

Children behave well and show a positive attitude to learning. They have great fun and are enthusiastic to join in with activities. They show high levels of curiosity to discover how things work. The childminder encourages them to find things out for themselves. For example, when children notice that a battery-operated toy is not working, she encourages them to use a screwdriver to remove the back of the toy and explore why. Children observe that there is mud inside. They remove this and add the batteries. Children then comment, 'it's working'.

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The provision is good

Children make good progress from their starting points. They develop strong social skills and interact with kindness and respect. The childminder is a good role model. She has a gentle approach and communicates respectfully with children. Children respond positively. They listen carefully and are very helpful. For example, they quickly tidy up when asked.

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need to do better?

n The childminder has identified the impact that the Covid 19 pandemic has on children's development, particularly in their personal, social and emotional development. She has observed that children prefer to be outdoors and have found interacting with others more difficult. Therefore, she has constructed a curriculum to ensure that children spend more time outdoors and have opportunities to meet children of a similar age, such as through 'forest school' experiences and attending playgroups. n The childminder places a strong focus on promoting children's communication and language skills. Throughout activities, she provides a commentary, models good conversational skills, and introduces new vocabulary. Children speak with confidence and use a wide vocabulary. They express themselves well and have two-way conversations with the childminder. n Overall, the childminder knows the children well, including what they already

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need to do better?

know and can do. She uses assessments of children's learning to identify what they need to learn next. However, at times she does not consider how to incorporate these into activities effectively. For instance, although she recognises that children need support to develop their counting skills, she has not fully

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need to do better?

18 July 2024 identified how to help them to practise these, such as by counting and using numbers during play. n The childminder provides children with good opportunities to learn about where their food comes from. For example, children plant fruits and vegetables and harvest these to eat. n The childminder has high expectations of children's behaviour. She teaches them to listen, communicate positively and understand the difference between right and wrong. Children are friendly and confident, and successfully develop valuable social skills, which will prepare them for their future lives. For instance, they are happy to share, take turns and use good manners. n Overall, the childminder promotes children's health and well-being effectively. Children follow good hygiene routines, help to prepare meals and snacks and benefit from lots of fresh air and exercise. These positive experiences help to support children's good health. However, at times, the childminder does not

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need to do better?

teach children about the benefits of healthy eating and how making healthy food choices contributes to their overall well-being. n Partnerships with parents are good. The childminder ensures that parents are kept up to date about the progress their children make and the play experiences they enjoy. Parents comment that the childminder provides a home-from-home environment and appreciate the many outdoor opportunities she offers. n The childminder is committed to her ongoing professional development and completes training to support the children in her care. For instance, she has recently completed a parenting course, which has led her to adapt her approach to teaching. For example, encouraging children to calculate risk, make independent choices and giving them more time to express themselves.

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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.

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should:

n enhance the curriculum for mathematics to offer children more encouragement to practise using maths and counting n strengthen opportunities for children to gain an understanding of healthy food choices and how this contributes to their overall well-being.

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Setting details

Unique reference number EY424598 Local authority West Berkshire Inspection number 10350949 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 8 Date of previous inspection 19 September 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Tilehurst, near Reading in Berkshire. She operates her service from Monday to Friday between 7am and 5.30pm for most of the year. The childminder receives funding to provide free early education for children aged, two, three and four.

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Inspection activities

n This was the first routine inspection the childminder has 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 her evaluation of the childminder. n The inspector carried out a learning walk to discuss the childminder's curriculum, including how the childminder assess and plans for children's learning. n The inspector observed the quality of teaching during activities and jointly assesses the impact this has on children's learning and personal development with the childminder. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. The inspector also discussed the arrangements for safeguarding children and the childminder's reporting procedures. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

18 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.

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Inspection activities

18 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.

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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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