Childminder in Reading

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, confident and sociable at this home-from-home setting. The childminder pays close attention to children's home experiences. She identifies gaps in children's learning and knowledge and uses these details to inform the curriculum she offers. For example, the childminder provides real-life opportunities for children to visit farms, parks and an aquarium. Children carefully observe and feed some of the animals. The childminder skilfully helps them recall these experiences. Younger children remember some sounds the farm animals make and the older ones recall how fish blow bubbles that float to the surface of the water. These first-hand opportunities provide children with a wealth of knowledge to support their learning.

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The provision is good

The childminder has high expectations for children's behaviour and independence. She has well-established routines in place, which help children enjoy an organised day. For instance, they learn to wash their hands before they feed themselves and after lunch settle down calmly to look at books. Children independently choose to play from a range of resources accessible to them. Older children happily engage with the younger ones and invite them into their play. They proudly model positive behaviour and use please and thank you appropriately. The childminder generously praises children's efforts and achievements, which boosts their self-esteem. This helps to create a productive and respectful atmosphere.

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need to do better?

n The attentive childminder meets children's care needs well. She gathers important information from parents about children's routines, likes and dislikes when they start. The childminder uses these details to provide continuity, which helps children settle quickly and feel safe. The routines for eating, sleeping and play are suitably embedded. Children show their understanding of these and often anticipate what will happen next. The childminder builds a sense of security that has a positive impact on children's emotional well-being. n The childminder provides children with regular opportunities for physical play. For instance, she takes children to soft-play centres, where they practise climbing, jumping and running. These skills are further enhanced at the childminder's home, where children learn to climb stairs safely, with the childminder close by for additional support, if needed. Children are supported to

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need to do better?

develop strong hand muscles, as well as increase their hand-eye coordination. For example, the childminder provides them with activities, such as threading strings through toys with holes. This helps to prepare children for their early writing skills. n Children confidently lead their own play. The childminder encourages them to share their ideas and play cooperatively with their friends. Children mimic the

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need to do better?

20 August 2024 childminder's excitement and enthusiasm as they create a selection of 'healthy lunches' for new visitors in their role-play kitchen. The childminder encourages older children to think about the sugar content in certain foods to help them make sensible food choices to maintain good health. This helps to expand children's knowledge further. n Children receive a well-rounded curriculum that supports their good progress. The childminder accurately assesses children's development and plans focused learning opportunities, which children enjoy. For example, she provides information books at different levels of complexity for older and younger children. However, at times, the childminder does not ensure that all activities consistently support all children to learn at their stage of development. For example, during some adult-led activities, she introduces concepts which are more appropriate for older children, even though younger children are also part

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need to do better?

of the group. n The childminder builds good partnerships with parents. She keeps them well informed of their children's day, as well as their ongoing progress. The childminder shares children's next steps with parents and suggests ideas to help them at home. However, the childminder is yet to develop successful partnership working with other settings children also attend. This means that children do not fully benefit from a shared approach to their care and learning between the settings and parents. n The childminder is committed to driving continual improvement and providing the highest quality of care and education. For example, she takes part in online training to further her knowledge and improve teaching skills. As part of her new learning, the childminder now gives children the time and space to gather their thoughts and respond in more detail when they are involved in discussions.

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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 consider more precisely the abilities of children when planning focused group activities to enable older and younger children to join in fully and learn to their full potential n strengthen information sharing with other early years settings to develop a more consistent approach that fully supports and complements children's care and learning.

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Setting details

Unique reference number EY535966 Local authority Reading Inspection number 10354706 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 1 November 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Caversham, near Reading in Berkshire. The childminder offers care Monday to Thursday, from 8.30am to 5.30pm, all year round. She holds a relevant childcare qualification at level 3. The childminder is eligible to receive funding to provide free early education to children aged two, three and four years.

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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 provision. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n Parents provided written feedback on the education and care their children receive with the childminder. n The childminder provided the inspector with a sample of key documentation on

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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

20 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

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

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