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 and settled in this caring homely environment. They have close bonds with the childminder and each other, helping them feel safe and secure. Children are keen to join in and have a go. They are enthusiastic about a variety of resources and activities, such as cars and small-world characters. Children play well alongside each other. The childminder praises children's attempts and achievements, helping them to feel valued and supporting their self-esteem. The childminder engages in play with children at their level.

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The provision is good

The childminder has developed a basic curriculum based on flexible themes associated with the seasons and celebrations. She has a prime focus on outdoor learning and natural resources. Children visit forest school each week and spend a lot of each day learning outdoors, either in the woods or in the childminder's garden. The childminder knows the children in her care well. She plans appropriate activities to meet the needs of all children in her care. She has appropriate and clear learning intentions and includes all children's individual needs. The childminder has appropriate strategies and engages in partnership working to support children where there are identified gaps in learning. This ensures that they make the best possible progress. All children are making good progress in development and learning, and gaps are beginning to close.

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need to do better?

n The ultimate aim of the childminder's curriculum is for children to be school ready when they leave her setting. She intends for children to be able to manage their own personal care and confidently hold conversations with children and adults. She also plans for them to understand their emotions and be able to communicate these. The childminder supports children to make independent choices from the resources available in her home. She also encourages children to practise opening their lunch boxes themselves. These all help children to build the relevant skills for when they start school. n The childminder seeks relevant information from parents when children first start of what they already know and can do. She builds on this with her own baseline assessments and then develops appropriate individual learning intentions for children. The childminder includes these intentions when she provides lots of

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need to do better?

experiences outside the home. Children visit toddler groups, parks and other places of interest in the local community. These trips support children's all-round development as well as their understanding of the natural world and the world around them. n Children generally behave well. When they snatch each other's toys, throw toys or struggle to share, the childminder supports them to resolve the situation. She also talks to them about being kind. However, she does not always give clear

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need to do better?

23 October 2024 explanations as to why certain behaviours are unwanted or the implications of these. This does not fully support children to understand the behaviour expectations. n The childminder works with parents to ensure that children receive a healthy and nutritious diet. She seeks relevant information about dietary requirements and allergies so she can meet children's individual needs. Although, during hygiene routines, she does not explain why children need to follow these. This does not help them to develop a full understanding of their own self-care. n The childminder uses a variety of skills to support children's language development, such as modelling, repeating and introducing new words. She reads to the children each day. This is usually books related to the current theme or children's interests, such as dinosaurs. However, during story time and some activities, she does not give children opportunities to develop their critical

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need to do better?

thinking skills. This does not enable them to start to problem-solve for themselves. n The childminder understands the ratio requirements of the statutory framework for the early years foundation stage and always considers these. Although, on some days she has more early years children than requirements state, she applies appropriate exceptions when doing this. She is very careful to ensure that the care of any older children does not adversely impact the youngest children. She is able to keep children safe and meet their needs. n The childminder incorporates mathematics into everyday activities. Children are beginning to learn colours, counting and some basic mathematical language. When they are colour sorting, they also count and talk about size. The childminder also provides activities to help children develop their physical skills. They enjoy using the balancing beams inside and the climbing frame outdoors.

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need to do better?

They manipulate tweezers and cut apples at snack time with a safety knife. This supports them to develop their core muscles and fine motor skills.

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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 ways in which expectations of behaviour and the purpose of hygiene routines are explained to children in order for them to gain the most out of every learning experience n enhance opportunities for children to develop their critical thinking skills to enable them to start to problem-solve for themselves.

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Setting details

Unique reference number EY422245 Local authority Reading Inspection number 10365844 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 17 Date of previous inspection 3 June 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Reading, Berkshire. She operates all year round, from 7.30am to 6.30pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate home-based childcare qualification.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. 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 and assessed the impact that this was having on children's learning. 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 written 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 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

23 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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