Childminder in Slough

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 enjoy the time they spend in the childminder's home. They form strong attachments with her and the assistants she employs. The childminder knows the children well. She can confidently talk about their abilities and individual characteristics. Children demonstrate that they feel safe and secure as they confidently play and explore in the homely environment. They show a positive attitude to learning and are keen to engage with the childminder and take part in the many activities provided.

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The provision is good

Children show good listening, attention and speaking skills. The childminder and her assistants communicate with children in an age-appropriate way. For example, they repeat familiar words and phrases for younger children and engage in two- way conversations with older children. Children happily recall their past experiences and talk about what is happening in the future. For instance, they tell the childminder that they will be leaving a mince pie and a carrot out for Father Christmas and his reindeer.

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The provision is good

Children explore, investigate and make good progress from their starting points. The childminder is ambitious about what children can achieve. She has constructed a sequenced curriculum to build on their existing knowledge and skills over time. Children successfully develop the skills they need for the future. For example, they complete tasks independently, ask for help when needed and enjoy being physically active.

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need to do better?

n The childminder and her assistants show a good understanding of how children learn and develop. They complete regular assessments of children to identify what they know and can do and plan for next steps. They provide a good range of activities and adapt the teaching in response to the abilities of individual children. For example, as children use tongs to pick up small items, they observe that some children can do this easily. Therefore, they give these children pegs to provide more challenge. n The childminder supports children's listening, attention and literacy skills well. Children have lots of opportunities to practise drawing, and books are easily accessible. Children listen with interest as the childminder reads to them with energy and enthusiasm. Older children confidently tell the childminder what is happening and predict what will happen next. n The childminder successfully incorporates mathematics into children's daily

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need to do better?

experiences. For example, as children build towers, they talk about these getting taller as they add more blocks. At other times, children count the numbers of dinosaurs as they sort these into coloured pots. Children confidently count to

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need to do better?

19 December 2024 five and count to ten with help. n The childminder and her assistants praise children for being kind and sharing during play. However, on some occasions, they fail to remind children of the behavioural expectations. This prevents children from fully developing an awareness of boundaries and expectations. n The childminder promotes children's health and well-being effectively. She ensures that children have a good range of opportunities to be physically active. For example, they play in her very well-resourced garden and visit local parks. Children are encouraged to follow good hygiene practices, including washing their hands before meals and after using the toilet. n Overall, the setting is well organised to support children's care and learning. However, on occasion, deployment of the childminder and her assistants is not fully effective. This means that there are some short periods of time when

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need to do better?

interactions and engagement with children are not sustained as well as possible to further extend their learning. n Partnership working with parents is successful. The childminder uses effective communication methods to share information with them about children's learning and development, for example through daily face-to-face discussions and monthly newsletters. This enables her to make suggestions on how parents can support learning at home. n The childminder works effectively with other professionals involved in children's care, including her assistants. She has regular meetings with them to discuss the children in their care and the activities provided. This allows them to reflect on what is going well and what could be improved.

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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 support children further to manage behavioural expectations and extend their awareness of boundaries n develop the organisation of the setting to provide more ongoing and consistent interactions and support to children.

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Setting details

Unique reference number EY546803 Local authority Slough Inspection number 10368538 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 12 Number of children on roll 19 Date of previous inspection 25 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Slough, Berkshire. She operates all year round, from Monday to Friday, between 9am and 7pm. The childminder holds an appropriate childcare qualification at level 5. She employs assistants. The childminder provides funded early education for children aged two, three and four years.

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Inspection activities

n The inspector viewed all areas of the provision used for childcare. n The inspector carried out a learning walk to discuss the childminder's curriculum, including how the childminder assesses and plans for children's learning. n The inspector observed the quality of teaching during activities and jointly assessed the impact this has on children's learning and personal development with the childminder. n The inspector spoke with the childminder and her assistants at appropriate times throughout the inspection. The inspector also discussed the arrangements for safeguarding children and the childminder's reporting procedures. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

19 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

19 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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