Hughes, Emma Sophie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy and confident in the childminder's home. The childminder recognises the importance of early relationships children have with her. She values the strong bonds she establishes, to help children to feel safe and to meet their emotional needs. For instance, children readily seek out the childminder for cuddles, when they need extra reassurance. The childminder builds a sense of security that has a positive impact on children's emotional well-being. Children learn about early friendships. They are beginning to understand and value the needs of each other. For instance, children chose stories to share. The childminder reminds them that they need to wait for their book choice, as toddlers listen to friends stories first, before their turn. Children are patient and learn about turn taking, to support their good behaviour.

p.2

The provision is good

The childminder's curriculum focuses on her priorities for children's learning. Toddlers develop good coordination skills through activities which motivate them to learn and build on their growing skills. For instance, as they scoop and transfer pasta into small bowls, the childminder offers different-sized spoons to support the differing abilities of children, valuing their unique needs. Children transfer and transport the pasta, as they proudly master their new physical skills. Children make good progress in their learning, from their starting points. They develop good attitudes to learning, which helps to lay good foundations for life-long learning.

p.2

need to do better?

n The childminder creates an environment which supports children to play and explore. She captures opportunities to weave learning into children's play. For instance, as children explore autumn resources the childminder adds to their play, she helps them learn how autumn leaves can fall. Children excitedly watch leaves fall to the floor. They explore the textures, such as how soft they feel on their cheeks. Children become absorbed in their play, developing good attention skills, as the childminder makes learning fun. n The childminder is knowledgeable and experienced. She has a good understanding of how children learn and the importance of building on what they already know. Activities and learning experiences are focused on children's individual next steps. Where children start behind their peers, the childminder prioritises areas of learning to help them catch up quickly. However, there is scope for the childminder to refine the planning for children's next steps in

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need to do better?

learning more precisely, to help her target and monitor children's progress. n Children develop a love of books. The childminder arranges her resources to help children find books that inspire them. They often choose favourite rhymes and stories to share. The childminder readily sings along to their favourite action rhymes. For instance, toddlers excitedly match parts of the bodies to the songs.

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need to do better?

23 September 2024 They listen carefully and match their heads, eyes and toes, as they coordinate their movements well. Children listen well to stories. For instance, as children share books the childminder introduces new language, such as soft and squidgy. Children link these new words to the textures of the dinosaurs, as the childminder teaches this well. n Parents speak highly of the childminder and the welcoming environment she provides. The partnership between the childminder and parents is good. The childminder offers daily updates on children's progress, their daily activities and care routines. Parents say that when they need advice or help, the childminder offers this. For instance, when children are ready for potty training, the childminder and parents work together to help children master these new skills. These collaborative approaches help parents to support and continue children's learning at home.

p.2

need to do better?

n The childminder continues to develop her knowledge and skills, to offer continuous improvement for her setting. She undertakes a wide variety of training, and meets with other childminder's to share best practice. The childminder identifies that while training helps to build some areas of knowledge, further focus is needed to help her to identify specific training to support children's learning and development further. n The childminder provides children with a wide range of experiences in the local area, increasing their knowledge of their community and the world around them. They enjoy trips to the woods, ride on buses and visit local toddler groups and the library. Children benefit from meeting other children, to share play experiences and build on friendships. They learn about their local area and the natural world through the experiences the childminder offers them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n refine the planning for children's next steps in learning to more precisely target and monitor children's progress n target future professional development opportunities in order to help to refine and enhance teaching skills.

p.3

Setting details

Unique reference number 2756616 Local authority Bracknell Forest Inspection number 10349462 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Bracknell. She offers care for children from 7.30am until 5.30pm, Monday to Friday, throughout the year. The childminder provides government funded early education places for children aged from nine months to four years.

p.4

Inspection activities

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 with a particular focus on communication and language. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 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

23 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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