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

p.1

The provision is good

The childminder provides a warm and caring environment. She creates strong routines that help the children quickly settle and know what is expected of them. Children excitedly interact in the engaging activities with their friends.

p.2

The provision is good

The childminder provides an environment that encourages the children to play and explore. She provides activities that cover all areas of the curriculum. When planning activities, she takes account of the children's next steps and interests. For example, she provides dressing-up clothes to support children's physical skills as well as their current interests in role play. Children make good progress in their learning.

p.2

The provision is good

Children exhibit good behaviours. Older children show care and concern for younger children and take turns when choosing songs to sing. The childminder teaches the children to negotiate. For example, when two children want the same resource, she supports them in finding ways they can both join in. Children learn how to compromise and work together.

p.2

The provision is good

The childminder provides activities and resources that reflect modern day Britain. She plans activities to teach the children about different festivals and celebrations. For example, children make rangoli style patterns when learning about Diwali. Children learn about similarities and differences in the world.

p.2

need to do better?

n The childminder provides an ambitious curriculum with interesting activities that excite and engage the children. The childminder puts a lot of thought to what she wants the children to learn. She knows the children well and considers their next steps when planning activities. Occasionally, some adult-led activities can be too long for the children taking part, impacting on their engagement. n Children develop early mathematics skills. The childminder plans activities that support children's recognition of numerals and shapes. For example, the children follow a recipe to make 'Gruffalo crumble', measuring the correct quantity of 'warts', 'prickles' and 'tusks'. The children move their toy cars along different shaped tracks. These experiences give children a secure base knowledge of mathematics. n Children have a variety of books and stories to choose from. The childminder introduces a 'book of the week'. For instance, the children focus on the story of

p.2

need to do better?

the Gruffalo. Through repetition, the children develop their language and learn about rhyming words. When reading the story, the childminder leaves gaps for the children to share their knowledge of the story. Children build a love of books as well as develop their language and literacy skills.

p.2

need to do better?

17 October 2024 n Children learn to do things for themselves, for example they have a nose wiping station to wipe their noses independently. When putting on their outdoor clothing, the childminder encourages the children to try before stepping in to help. Children persevere and develop their independence. n Children have many opportunities to explore the outdoors. In addition to having daily access to the garden, the childminder regularly takes the children out to the park and local woods. Children ride bikes and other ride-on toys at the nearby park. When visiting the woods, they collect 'treasures' that are then used to make potions in the mud kitchen in the garden. Children enhance their physical development. n Partnership with parents is very strong. The childminder keeps parents informed of the children's progress through frequent updates. She writes newsletters each term to inform the parents what the children will be focusing on in their learning.

p.2

need to do better?

Each month the childminder shares the children's next steps with parents, which helps them to support children's development at home. Parents speak highly of the care that the childminder provides. n The childminder has strong links with the local pre-school and other providers. She shares information to provide a consistent approach to working with the children. She also works with outside agencies such as physiotherapists and occupational therapists, which helps to support children with additional needs and/or disabilities. n The childminder continually reflects on her practice and is always striving to develop her expertise. She keeps her knowledge up to date with regular training. For instance, recent training on schematic play helped the childminder develop ideas to support children's interests. She also strengthens the knowledge of her assistants by sharing what she has learned.

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 enhance the organisation of some adult-led activities to ensure that all children get the most out of planned learning intentions.

p.3

Setting details

Unique reference number EY538772 Local authority West Berkshire Inspection number 10363851 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 13 Date of previous inspection 11 January 2019

p.4

Information about this early years setting

The childminder registered in 2016. She lives in Thatcham, Berkshire. The childminder operates from 7.30am to 6pm, Monday to Thursday, term time only. She has a level 3 qualification and employs an assistant who works with her.

p.4

Inspection activities

n The inspector reviewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her provision to meet the needs of the children. n The inspector spoke to children to find out about their time at the setting. n The inspector observed interactions between the childminder, her assistant and the children. n The inspector talked to the childminder's assistant at appropriate times during the inspection and took account of her views. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working with the children.

p.4

Inspection activities

17 October 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

17 October 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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