Childminder in Windsor and Maidenhead

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 are happy in the childminder's care. The childminder gathers detailed information from parents, including what children already know and can do. The childminder and her assistant are warm, responsive and kind. Children happily seek them out for comfort and reassurance when needed. This helps them to feel safe and secure.

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The provision is good

The childminder places a strong focus on supporting children's communication and language skills. Children frequently choose to look at books and request that these are read to them. The childminder and her assistants read with enthusiasm and expression, which helps to captivate children's attention. The childminder introduces new vocabulary as she reads to children. She knows that repetition is important to help children to embed learning. The childminder ensures that children have plenty of opportunities to hear stories. Children know familiar stories well. This helps to ensure that children who speak English as an additional language make good progress.

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The provision is good

The childminder supports children's behaviour well. She is calm and responsive to the children's individual needs. The childminder gives children consistent messages about her expectations for behaviour. As a result, children know the routines and behave with respect and consideration for their environment and their friends. All children show a positive attitude to learning.

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need to do better?

n Overall, the childminder and her assistant plan the curriculum well. They follow the children's interests and weave these into themes. Children use the names of different sea creatures, such as seahorse and turtle, in their play. This develops children's knowledge of the world around them. Occasionally, some activities are too difficult and less successful in being implemented. At times, the teaching is not adapted to match the learning needs of some children. Therefore, children do not always benefit from learning opportunities that are focused to meet their stage of development and help them make the best possible progress. n The childminder and her assistant promote children's social skills and interactions effectively and give them an understanding of their local community. For instance, they attend local playgroups and meet up with other childminders who care for children of similar ages. This helps children to form new friendships

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need to do better?

and meet different people, which enables them to make meaningful connections with others. n The childminder weaves mathematical concepts through children's play. For example, children are encouraged to count blocks as they build towers and show delight as the tower gets tall. This supports their early mathematical skills.

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need to do better?

15 July 2024 n Children are provided with daily opportunities to play outside in the fresh air. The childminder encourages the children to practise their physical skills as they climb the steps of the slide. Children thoroughly enjoy coming down the slide and use their bodies to move the see-saw up and down. Older children push dolls in toy pushchairs. The childminder expands the children's play by encouraging them to wash and dry the dolls. This supports children's self-care. n The childminder supports children's health and well-being effectively. She ensures that children take regular naps and develop healthy habits, such as washing their hands before mealtimes. n The childminder and her assistant actively support children to identify emotions and consider the feelings of others. They are good role models for children's behaviour. They encourage children to take turns and share by modelling these behaviours themselves. Children know what is expected of them. They listen to

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need to do better?

instructions and follow routines. As a result, children behave well. n Partnerships with parents are strong. The childminder develops trusting relationships with parents. She shares regular information with them about their children's care and development. This helps parents to continue their children's leaning at home. Parents comment that they are particularly pleased with their children's speech and language development. n The childminder and her assistant undertake all mandatory training. They discuss good practice with other childminders to help keep their general knowledge up to date. However, the childminder's programme of professional development is not sharply focused on developing her and her assistant's knowledge to implement the already good curriculum even further.

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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 adapt teaching further to support all children to make the most progress, taking into account their individual stage of development n develop training opportunities further to update and extend knowledge on how to implement the curriculum to the highest level.

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Setting details

Unique reference number EY538701 Local authority Windsor and Maidenhead Inspection number 10355032 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 12 Number of children on roll 11 Date of previous inspection 14 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Windsor. She operates all year round from 8am to 5.30pm, Monday to Thursday. The childminder provides funded early education for two-, three- and four-year-old children. She regularly works with an assistant. The childminder and her assistant hold professional childcare qualifications at level 3. The childminder provides funded early 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 setting. n The childminder spoke to the inspector about how she implements her curriculum and the impact this has on children's learning. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided indoors and outdoors. n The inspector talked to the childminder, her assistant and the children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request, including evidence of the suitability of household members. n Parents shared their views of the setting with the inspector.

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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.

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Inspection activities

15 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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