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

The childminder offers a welcoming environment for children to learn. Children benefit from a broad range of interesting activities. Exciting outings include opportunities to socialise with other children and trips out to learn about nature and wildlife. Regular visits are made to the local library so that children can choose new books to take home and read with parents.

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The provision is good

The childminder plans a broad curriculum that she knows children enjoy and that builds on what they can already do. The childminder sensitively encourages children to take part, be curious and excited in their play. She reassures children that they can ask for help. This helps to promote children's emotional well-being. Children recognise and acknowledge this. For example, when playing with a sensory activity the youngest children confidently ask for help as they learn to use scissors and tweezers during their activity.

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The provision is good

The childminder is a positive role-model. Children demonstrate a clear awareness of the routines of the day and the childminder's high expectations. For instance, children are already mastering an expertise for tidying up after activities and knowing what goes where. The childminder's curriculum focuses strongly on children's independence. She encourages children to learn life-skills that will support them in the future. Children show awareness of their physical well-being. They are keen to suggest dancing and singing to rhymes and move around and sing along to their favourite songs. Children follow instructions, such as jumping, standing on one leg and clapping.

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need to do better?

n The childminder has a clear understanding of her role. She frequently completes training and research to update her skills. The childminder sources ideas to promote further learning opportunities for children. The childminder acknowledges the importance of maintaining effective links with other childminder colleagues and how to continually review and evaluate her practice. n Partnerships with parents are well established. The childminder is mindful to share her assessments of children's progress, offer advice as needed and share information for parents to extend children's learning and development at home. This has included, for example, advice for speech and language, toilet training, supporting weaning and helping children to extend their love of stories. n The childminder plans an interesting and ambitious curriculum for all children. Overall, she implements this well. Her focus is on helping children to be

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need to do better?

confident and independent individuals who benefit from a learning environment across all seven areas. She encourages children to develop and acquire language and communication. She encourages this through regular regular story times

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need to do better?

10 September 2024 and singing activities. She is proficient in helping older children to develop further their awareness of sounds and letters. For example selecting blocks printed with the letters of their name and sounding these out. Children show readiness for their next stages of learning. n Activities are planned very well. The childminder takes time to prepare for what she wants children to learn. For example, she helps children to make moulding dough and provides easily accessible resources for this. Children are eager to take part. They demonstrate clearly that they can listen and follow instructions, use their physical skills for pouring and stirring and are able to concentrate on what they are doing. Older children show they understand some aspects of measure, for example 'one cup', and know how to knead the dough. Younger children patiently wait for help and are keen to have a go. n Overall, the childminder is proficient at modelling language for older children,

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need to do better?

but at times she is less confident to expand her teaching skills to help younger children put words into context. For example, the childminder does not consistently recognise the need to clarify or demonstrate what she means by some words, such as 'flat' and 'full'. n Children show enthusiasm to learn. They are happy and curious individuals who are keen to take part and play. For example, after making their moulding dough, they use a broad range of resources to cut, manipulate, and decorate their dough. Activities such as these help children to develop their small muscles in preparation for later writing. The childminder encourages children to demonstrate their physical skills as they share a range of cutters. Older children explain they have 'made a square'. Younger children delight in decorating their designs with sensory materials, such as cinnamon sticks and toy jewels. n The childminder helps children to be aware of their own uniqueness. She

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need to do better?

encourages them to develop independence, offer ideas and listen to their friends. Meal times are very sociable occasions. During the rest period after lunch, children show their care for each other as they snuggle up together on the sofa. They demonstrate warm bonds with their friends and with the childminder.

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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 strengthen skills in modelling new language and vocabulary to further support younger children's communication and language development.

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Setting details

Unique reference number EY474237 Local authority West Berkshire Inspection number 10351236 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 3 Date of previous inspection 17 October 2018

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Information about this early years setting

The childminder registered in 2014. She lives in Thatcham, Berkshire. The childminder works Monday to Friday 8am to 5pm for most weeks of the year. The childminder receives funding for the provision of free early education for children aged two, three and four years.

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Inspection activities

n The inspector spoke with the childminder about how she plans her curriculum. They discussed how she assesses the progress children make and how she works in partnership with parents. n A joint observation was completed. The childminder explained her aims for the planned activity. n The inspector observed how the childminder interacted with children and spoke with the children present. n Relevant documentation was scrutinised and discussions took place to assess the childminder's awareness of safeguarding matters. n The inspector read written feedback from parents.

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Inspection activities

10 September 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

10 September 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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