Wiggs, Coleen Bernadette

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 creates a nurturing and welcoming environment where children feel happy, safe and secure. She knows and understands children well and forms positive bonds with them. The childminder gives children reassuring hugs when they need them. She is sensitive to all children's needs and backgrounds. For example, she ensures that the home-cooked meals she prepares for children meet any religious preferences.

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The provision is good

The childminder tailors her curriculum to match children's learning preferences. Her outdoor learning programme is a fundamental part of the provision, which helps effectively to meet the children's needs. This is especially the case for the more active learners. For example, the childminder takes children on outings to the local parks, aquarium and garden centres to ensure that they experience opportunities beyond her home environment. Children enthusiastically talk about their visit to the garden centre where they saw snakes and lizards. These real-life experiences help children develop a better understanding of the world around them.

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The provision is good

Children generally behave well and follow simple instructions. The childminder praises children's achievements and efforts when they do well. This helps to raise children's self-esteem and confidence. Children are encouraged to be independent during routine times in the day. For instance, they decide which toys they want to play with, learn to wash their hands and put on coats and shoes on their own.

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need to do better?

n The childminder continually strives to offer a high quality of care and education. She seeks out new opportunities to keep herself constantly updated and help enhance her practice. For instance, she has been working with an early years mentor to help strengthen her understanding of how young children learn, specifically when exploring the outdoors. The knowledge she has gained is having a positive impact on children's good progress, particularly as most prefer to be outside in the fresh air. For example, children's physical skills have increased greatly, as they climb and balance on the large equipment at the park. n Children's speech and language development is continually improving. They become competent communicators and talk to new visitors with ease about the games they play. The childminder holds interesting conversations with children. She introduces new words into their play to extend their vocabulary. For

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need to do better?

example, while playing with farm animals, she models describing words, saying, 'A speckled hen.' She praises children when they apply the words they hear. n The childminder regularly reviews children's ongoing progress. She identifies what they need to learn next and shares this with parents. However, when planning adult-led group activities, the childminder does not carefully consider

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need to do better?

20 September 2024 what children know and can do already. At these times, she does not build on this information to extend their knowledge and skills further. In this way, individual children's learning is not fully maximised. n Children are keen and curious learners. The childminder organises the learning environment to ensure that children can freely choose and access resources on their own. She encourages children to think for themselves and keep trying at tasks they may initially find difficult. This is evident when children experiment with building towers by using blocks. They try to stand their tower on the fluffy rug with little success. Children soon realise that their towers remain upright and steady on a flat surface, such as on the wooden floor. This demonstrates children's impressive logical thinking skills. n The childminder takes children to local playgroups in the community. Children enjoy socialising with other childminders and their children. This gives them

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need to do better?

opportunities to be part of a larger group of people. Children become increasingly confident when meeting new people, which prepares them well for the next stage in their education. n On the whole, children's behaviour is good. However, the childminder does not consistently help children to develop an understanding of how their actions can affect other people's feelings. There are times when children struggle to share and take turns. When this happens, the childminder swiftly intervenes to resolve minor conflict. This does not give children the opportunity to be reminded of their behavioural expectations or use their own communication skills to manage dealing with minor disagreements by themselves. n Parents praise the childminder's genuine care and love for children. They say the childminder has helped to shape their children's personalities. Parents welcome detailed information from the childminder about her intended learning for

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need to do better?

children. The childminder shares ideas with parents to support their children's learning at home. This helps children make continual good progress.

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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 improve planning and delivery of adult-led group activities to build more precisely on individual children's existing knowledge and skills n support children to follow the rules of good behaviour more consistently and enable them to negotiate and resolve minor conflicts or disagreements independently.

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Setting details

Unique reference number 108366 Local authority Bracknell Forest Inspection number 10354998 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 6 Date of previous inspection 14 November 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Ascot, Berkshire. She operates all year round, from 8am to 6.30pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development and how she organises the provision. n Children spoke to the inspector during the inspection. 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 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

20 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

20 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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