Childminder in Bracknell Forest

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy in this warm and welcoming home. The childminder forms caring relationships with the children, which helps them feel safe and secure. From the outset, the childminder works in partnership with parents. This helps her to gather information to plan for the children's needs and interests.

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The provision is good

The childminder has a good understanding of how to support children's learning and development. She plans a well-sequenced curriculum that follows their interests. The childminder carefully selects stories that embed children's previous learning. Children snuggle in and listen to these familiar stories. The childminder extends their learning with planned activities. For instance, children create binoculars for their birdwatching activities. They decorate the binoculars and talk about the different colours. The childminder introduces new colours such as 'silver'. This helps develop children's knowledge even further about the world around them.

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The provision is good

The childminder is a good role model for children's behaviour. Children copy the childminder's calm and patient manner. For instance, older children share their favourite dinosaurs with their friends and invite the childminder into their play. The childminder is polite and gently reminds children to use manners, such as 'please' and 'thank you'. This helps children develop their good behaviour.

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need to do better?

n The childminder plans well for children's physical development. She provides a range of activities to help children build their large- and small-muscle skills. For example, the childminder teaches children how to climb steps on a climbing frame. This helps children develop their balance and coordination. Furthermore, the childminder encourages older children to peel off stickers of birds for their pictures. This helps children to strengthen the muscles in their hands in readiness for writing. Children develop good physical skills and are ready for their next stage in development. n The childminder has created an ambitious curriculum that focuses on the skills and knowledge children need to prepare them for future learning. Parents comment on how well their children's social skills have developed since attending the setting. All children are making good progress in their learning and development. n Overall, the childminder recognises the importance of developing children's

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need to do better?

communication and language skills. Older children develop new vocabulary, such as 'swamp hen' and 'magpie', as they learn about different birds in preparation for their birdwatching activity. However, sometimes, the childminder's conversations are too complicated for younger children to understand. She does not consistently model simple words for younger children to hear that relate to

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need to do better?

23 January 2025 their play and actions. This does not support all children to make rapid progress in their speech. n The childminder promotes children's health and well-being effectively. She ensures that they have daily fresh air and exercise. The childminder teaches children how to be healthy and how to keep safe. For instance, she ensures that they understand road safety when they go out into the community. n Children's behaviour is good. The childminder helps children understand her expectations through her well-planned daily routines. This helps children to know what is expected of them. For example, young children listen very well as they tidy up to a song. They confidently wash their hands before mealtimes. Children develop their positive attitudes in the childminder's caring home. n The childminder plans regular outings to help children learn about their local and wider communities. For instance, she takes them out for woodland walks, visits

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need to do better?

local shops and toddler groups to help children socialise with other people. These experiences help children develop their social skills. n Partnerships with parents are good. The childminder shares regular information with parents. For example, she gives advice on toilet training to support children at home. Parents say this has had a positive impact on their children's development, and their children make excellent progress in the childminder's care. n The childminder accesses training courses and listens to professional webinars and podcasts. This has helped her to focus her curriculum on developing children's early knowledge of numbers and counting. This is evident in her teaching. The childminder uses opportunities in children's play to introduce new concepts. For instance, she introduces simple counting with pretend money as children buy eggs in the play shop.

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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 enhance the support for younger children's communication and language, helping their speech to progress more rapidly.

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Setting details

Unique reference number 2708217 Local authority Bracknell Forest Inspection number 10375833 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 Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Bracknell. She operates from 8am to 5pm, Monday to Friday, term time only. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she organises her early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their written views of the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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 January 2025 23 January 2025 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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