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 develop close bonds with the caring childminder and settle quickly. They confidently explore the environment and wide range of resources on offer. Children show a strong sense of belonging in her home.

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The provision is good

Children are creative and imaginative. For example, they develop their own ideas, such as making themselves pretend ice creams. Children benefit from the childminder teaching them the names of different flavours to build on their growing vocabulary. They visibly show delight and happiness when they pretend to lick their individual cones. Children engage in back-and-forth conversations when the childminder asks them lots of questions about their personal experiences. This helps them to develop good language skills.

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The provision is good

Children develop a high level of independence. They are consistently encouraged by the childminder to tidy up after themselves and develop their self-help skills. For instance, children sweep up the cereal dropped on the floor during an activity using dustpans and brushes. They cooperate well together and learn how to keep themselves safe. Children receive cuddles and reassurance from the childminder. This helps them to self-regulate their behaviour. Children show that they feel safe and emotionally secure in the childminder's care. They are reminded to use good social manners through the childminder's own positive role modelling.

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need to do better?

n The childminder plans a wide range of activities to help her meet the intent for children's learning. For example, she gives children a whiteboard and pens for mark making to practise holding writing materials. As children know more, they feel confident to come up with their own ideas. For example, they stand on the board on the floor for the childminder to draw around their feet and then their hands. The childminder makes the most of opportunities as they arise to support children's understanding of number. For instance, she encourages children to count five fingers and toes. They develop the skills they need for future success. n The childminder promotes children's physical skills effectively. For example, she puts out a range of resources in a tray for children to scoop up cereal and pour it into containers. This helps them to develop good hand-eye coordination and physical strength. The childminder talks to children about the importance of

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need to do better?

eating healthily and good oral hygiene. For example, she gives them their individual toothbrushes and toothpaste and shows them how to clean model teeth. Children wipe off the pen they have drawn over a picture of laminated teeth, to clean away the pretend plaque. They manipulate and explore different materials and tools to develop good hand control. n Children join in with musical activities to develop their language skills. They are

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need to do better?

18 July 2024 confident to ask the childminder for their favourite song, who listens and responds well to their requests. For instance, children show great excitement when the childminder repeats 'Sleeping Bunnies' and they actively participate in the actions. However, the childminder does not always intervene when children lose interest and disengage during the activities she plans. She does not adapt or extend the activity to help children refocus their concentration to achieve the aim of the activity. n The childminder works closely with parents to meet children's individual dietary needs. She involves children in the preparation of meals to help them want to try new foods. For example, children learn to cut up their carrot safely, after a demonstration from the childminder. They learn about making healthy food choices when they follow the childminder's good example. The childminder reminds children to wash their hands before meals, to maintain good hygiene

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need to do better?

practices. n The childminder takes children on a variety of outings to widen their social and cultural awareness of the community in which they live. For instance, she takes them to various children groups, the library, park, farm and gardens for a picnic. Children learn about the world around them. n The childminder has developed good working relationships with parents. They regularly receive information about their children's progress from their starting points. The childminder talks to parents about early intervention as part of her work with children. However, she has not sought advice from other professionals and agencies to help her adapt her teaching to aid communication and learning. Some children do not progress as well as they could with their communication and language skills. n The childminder continually reflects on her practice and seeks the support of parents to help her improve. For example, parents complete questionnaires

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need to do better?

about the service provided. The childminder is interested in her own professional development and attends training to update her knowledge and skills.

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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 develop a more secure understanding of how to recognise when to adapt, extend or move on from activities to more consistently maintain children's concentration n strengthen partnership working with other relevant professionals to be able to

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should:

18 July 2024 seek advice and support, when needed, to support the learning and development of individual children.

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Setting details

Unique reference number EY500831 Local authority Windsor and Maidenhead Inspection number 10350945 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 4 Number of children on roll 3 Date of previous inspection 18 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Windsor, Berkshire. She offers care from Monday to Friday, 7.30am to 6pm, throughout the year. The childminder receives funding to provide free 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 childminder. n The childminder discussed her curriculum with the inspector and what she wants the children to learn. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of an activity with the childminder. n Parents shared their views about the childminder's service with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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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