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

The nurturing childminder offers a safe and welcoming place for children to thrive and grow. She affectionately engages with children, giving them plenty of cuddles and encouragement. Children respond well to these qualities and complete tasks showing great confidence and pride. They love to learn and celebrate their achievements with 'I did it'. The childminder gives children an abundance of praise for their efforts and successes. This forges a culture of positivity and happiness, where children are excited by learning. Children receive consistent messages about acceptable behaviours. Overall, they behave typically for their age.

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The provision is good

Language development is at the heart of the childminder's curriculum. She skilfully models words and phrases to enrich children's vocabulary as they play. For example, while sharing a story with children, the childminder notices their interest in a picture of a story character looking into a pool of water. She uses this opportunity to talk to children about reflections. This is further reinforced when children see their faces in a mirror. The impact of this activity is clear when children recall their observations. Even the youngest children fully participate in back and forth conversations with the childminder and new visitors. In this way, children learn to become confident communicators.

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need to do better?

n The childminder recognises the importance of children having real-life experiences. She provides a wide range of stimulating opportunities and exciting outings that spark children's interests. For example, children visit the farm where they learn first-hand about different animals. In addition, children regularly meet people from different walks of life, such as the local care home for the elderly. The childminder takes children to music sessions where they meet and see live musicians perform. Children show great fascination when they see the accordion being played. These opportunities help children to broaden their knowledge and make sense of the world around them. n The childminder expertly supports children's communication and language skills. She continually narrates what is happening. Children talk with enthusiasm, drawing on their ever-increasing vocabulary. Significantly, the childminder recognises when children mispronounce words and corrects by modelling these

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need to do better?

in a phrase or short sentence. This has highly benefitted children as they learn to process their thoughts before communicating their needs and wants. n The childminder actively supports children's critical thinking skills. During a puzzle activity, children initially use trial and error to fit random pieces on the inset board. The childminder recognises the need for a step-by-step approach and guides them through the method. After several times of following this, children begin to understand the thinking process and show great delight when

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need to do better?

5 December 2024 the puzzle is completed. n In the main, the childminder practices high quality interactions with children to extend their learning. However, occasionally, the childminder does not always build on what children already know and can do, particularly during adult-led activities. At these times, she does not carefully plan and deliver children's intended learning in a more targeted way. This leads to inconsistencies in individual children's levels of achievement. n Supporting children's emotional development and well-being is given a high priority. The childminder keeps a watchful eye on interactions between children when playing independently. She swiftly intervenes to help defuse situations from escalating further. However, this is not always successful and unwanted behaviours can occur. The childminder recognises that she does not currently have a comprehensive knowledge of effective behaviour strategies, more

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need to do better?

suitable to the age and level of children's understanding. On occasion, the childminder's explanations of unacceptable behaviour are not fully clear to children. This means that the need for her to intervene constantly persists. n The childminder promotes children's health and safety well. Children are encouraged from the start to remain safe and manage their own self-care needs. They independently go for a tissue to clean their nose, dispose of the used tissue in the bin and wash hands after to prevent the spread of infection. Children's physical play is enhanced during child-initiated activities, such as balancing and jumping on boxes, under the childminder's close supervision. They are reminded to bend their knees to help avoid the hard impact on their legs. n Relationships with parents are trusted, strong and effective. The childminder gathers a wealth of information from parents at the start. This helps her to build

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need to do better?

an accurate and complete picture of each child's needs and development. Parents really appreciate her professional guidance to help support their children's learning at home.

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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 refine and improve the planning and delivery of adult-led activities to build on children's existing knowledge and skills n strengthen knowledge of age-appropriate strategies to effectively support children's understanding of their emotions and self-regulation of their behaviour.

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Setting details

Unique reference number EY468187 Local authority Reading Inspection number 10367929 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 3 Date of previous inspection 1 March 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Reading, Berkshire. She works Monday to Thursday, from 8am to 5pm, all year round. The childminder is eligible to receive funding to provide free early education for children aged nine months to four years. She holds an appropriate childcare qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with 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 childminder and the inspector carried out a joint observation of a group activity. 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

5 December 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

5 December 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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