Munsch, Stephanie

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 nurturing atmosphere where children happily enter and settle down to play. Children demonstrate there are strong bonds built with the childminder and other children. They are familiar with daily routines and know where to find favourite toys. Children enjoy connecting magnetic tubes to magnetic spheres. They explore and experiment during their play. For example, children laugh as they discover the magnets also 'stick' to the radiator, enjoying the 'clink' sounds as they place them on and off.

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The provision is good

Young children make good progress in their learning. The childminder encourages them to build on their skills and influence the curriculum. She uses their interests to build on their current learning and development. For example, children developing their walking pull themselves up to standing by the role-play kitchen to explore the cups and utensils. Other children roll cars, plastic shapes and balls down a piece of plastic gutter into a tray. They see which ones roll down, hearing words such as 'fast', 'slow', 'bigger' and 'smaller' to extend on their vocabulary and understanding. Even from a young age, children receive encouragement to problem solve. For example, what to do when an item does not 'roll' or how to feed a dandelion head safely to the rabbit when it does not have a stalk to hold.

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need to do better?

n The childminder demonstrates a strong commitment to support children and their families. She reflects on the quality of the service she provides and identifies ways in which she can enhance this further to benefit the children in her care. The childminder is committed to developing her practice. She has completed a wide variety of training sessions to support her knowledge, skills and practice. For example, training about the curriculum and adapting her teaching have assisted her in focusing more on how to support children's learning. n The childminder talks to children as they play, building on their communication and vocabulary well. She encourages children's personal and social skills, such as through their visits to toddler sessions and going on outings with other childminders and their minded children. The childminder supports young children's emotional resilience and gives them hugs and explains who visitors are

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need to do better?

when they are initially wary. Her reassurances and interactions swiftly settle children, and they accept others into their play. n Children learn how to follow good hygiene practices and how to lead healthy lifestyles. They demonstrate how they clean their hands, so they can have their snack. They sit together at snack times and use safety cutters to cut their own strawberries, blueberries, grapes and peaches up. The childminder has an allotment, which enables children to participate in the growing of fruit and

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need to do better?

8 August 2024 vegetables, then pick and eat them. This helps develop their understanding of where their food comes from, and also they then willingly try new foods. n The childminder discusses how children love playing together and being out in the garden or local parks. They enjoy the activities on offer and are developing good sharing and turn-taking skills for their age. They enjoy playing in the playhouse, filling bowls with sand and rolling cars down pipes. However, some children flit between activities, particularly when a challenge occurs, and require more support to learn how to persist with activities and to build on their learning and concentration skills further. n The childminder encourages children to explore the natural world, and they enjoy physical play at the local parks. She gives them opportunities to learn about other cultures and the things that make them special. The childminder

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need to do better?

provides different materials for them to feel and explore, although recognises that there are fewer opportunities for children to engage in messy play to build on their creativity and dexterity. n The childminder has extremely good relationships with parents. They explain how she shares clear information about their children's next steps in learning and the care and education she provides. The childminder provides regular information and photos to keep them up to date. This helps parents to support children's learning at home.

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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 increase the opportunities for children to explore a wide range of media and materials to express themselves creatively and to build on their dexterity n encourage children to persevere and maintain focus on things that interest them to engage them in their learning further.

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Setting details

Unique reference number EY433455 Local authority Windsor and Maidenhead Inspection number 10350917 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 5 Number of children on roll 3 Date of previous inspection 13 September 2018

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Information about this early years setting

The childminder registered in 2011. She lives in Maidenhead, Berkshire. The childminder operates throughout most of the year, from Wednesday to Friday. She provides funded early education for 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 provider and has taken that into account in their evaluation of the provider. 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 her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning.

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Inspection activities

8 August 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

8 August 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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