Le Roux, Charmaine Lee

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 creates a calm, welcoming and homely environment. Children clearly feel comfortable and cared for. For example, children spontaneously give cuddles to the childminder as she engages with them while sitting on the floor. Children build warm relationships with the childminder, building their confidence and self-esteem.

p.2

The provision is good

The childminder considers activities that support the children's development effectively. She gathers information from parents about children's starting points. Together with her own knowledge, the childminder uses this information to plan activities that support their next steps in learning. For instance, the childminder reads stories and rhymes that she brings to life with the use of props to support the children's interests, engagement and attention. This helps develop children's concentration, whilst promoting confidence and independent learning.

p.2

The provision is good

Children demonstrate positive behaviour. They say 'please' and 'thank you' and take turns with activities. When they forget, the childminder gently reminds them of the words to use. When eating, children are reminded of their manners. The childminder has strong routines in place. For example, the children help to clear away resources before moving on to the next activity. Children have clear expectations and know what is required of them.

p.2

need to do better?

n The childminder supports children's communication and language skills. She uses everyday conversations and activities to expand children's vocabulary. For example, when threading different fruits, the childminder introduces words such as 'papaya' and 'aubergine'. When playing with the shapes, children learn the word 'pentagon'. This helps children to become strong communicators. n The childminder provides a balanced curriculum that supports children's development effectively. Children explore activities that support all areas of learning. For instance, the childminder tailors and adapts her support to individual children as they practise their cutting skills. Sometimes, however, the childminder steps in to help before enabling the children to have a go themselves and learn through trial and error. This limits children's opportunities to develop problem solving skills. n The childminder plans activities to support and extend children's mathematical

p.2

need to do better?

knowledge. Children sort objects according to shape and colour. The childminder uses everyday opportunities to develop their mathematical language, providing opportunities for children to practise their counting skills. As the children balance different objects on weighing scales, the childminder encourages them to explore which objects are heavier and lighter. This builds children's

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need to do better?

22 November 2024 understanding of early mathematical concepts. n Children have regular access to the outdoors. In addition to playing in the childminder's garden, the children also frequently visit the local woods, playing fields and park. These experiences help them to build an awareness of the natural world and be physically active. The childminder teaches the children about road safety when walking to the local schools. She provides consistent boundaries and expectations. Children develop a sense of responsibility to keep themselves and others safe. n The childminder encourages independence. She involves the children in daily routines, such as cutting their own fruit. Children wash their hands before and after meals. However, the childminder does not consistently support children's independence in all self-care practices, such as wiping their own noses. This impacts on children's personal development.

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need to do better?

n The childminder provides a wide range of resources that depict the diversity of modern Britain. Children learn about different festivals and celebrations and what makes them unique as individuals. The childminder encourages children to share their home languages with others. Children develop an awareness of different cultures and languages. n Parents are highly complementary of the care and education the childminder provides. They comment on how she has supported their children with toilet training, walking, and speech and language development. The childminder provides regular feedback to parents on what the children have been doing. This supports parents to continue their education at home. n The childminder keeps her mandatory training up to date, such as safeguarding and paediatric first aid. This enables her to keep abreast of any changes to local guidance. She completes online training to enhance her continued professional

p.3

need to do better?

development. For example, she has completed training on supporting inclusion and diversity. This has built her understanding on how to incorporate this within her practice.

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 strengthen practice and allow more time for children to think through tasks to further support their problem-solving skills n support children's personal development further to encourage greater independence with their self-care skills.

p.3

Setting details

Unique reference number EY382643 Local authority West Berkshire Inspection number 10359912 Type of provision Childminder

p.4

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 10 Date of previous inspection 10 December 2018

p.4

Information about this early years setting

The childminder registered in 2008 and lives in the Wash Common area of Newbury, Berkshire. The childminder operates her service each weekday from 7am until 6pm, all year round, apart from family holidays and bank holidays. She offers funded education for two-, three- and four-year-old children.

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 and the children. 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.

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Inspection activities

22 November 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

22 November 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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