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 warmly welcomed in this home-from-home environment. The childminder supports their needs with kindness and reassurance, helping them to feel safe and secure. They engage excitedly with the childminder and visitors, showing their confidence in new situations. The childminder knows the children well and treats them with respect and warmth, for example, providing cuddles to babies that have just woken up.

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The provision is good

Children show kindness and sensitivity towards each other. For example, older children lean over to gently kiss babies on their head. The childminder helps the older children understand that the behaviours of younger children may be different to their own. For example, when a child squashes another child's play dough shape, the childminder helps them to understand that younger children may not yet realise why this is not appropriate. She supports any conflict and reinforces sharing to promote positive behaviour.

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The provision is good

The childminder creates an environment that promotes engagement and excitement. She provides a range of resources that reflect the interests and abilities of the different-aged children. Older children excitedly share and discuss the animals they have found while babies play with the sensory toys. Children are eager to learn and explore.

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need to do better?

n The childminder plans and delivers a wide curriculum that covers all areas of the children's development. She knows the children well and plans activities to support their next steps in learning. The childminder also makes the most of everyday opportunities to support their learning through effective questioning as they play. For example, she encourages children to count how many rice cakes they have at snack time. Children make good progress. n The childminder supports children's language and communication skills very well. When engaging with the children, she takes account of their differing levels of communication. For example, when engaging with younger children, the childminder simplifies her language, modelling the correct pronunciation of any mispronounced words. She teaches children new vocabulary, such as the word 'colossal', and explains its meaning. Children become confident communicators.

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need to do better?

n The childminder supports children's understanding of different mathematical concepts. Children explore and experiment with different shapes while playing with play dough. The childminder introduces the names of shapes appropriate to the children she is engaging with. For example, introducing simple shapes, such as star and triangle, to younger children. Older children learn about spheres, pentagons and hexagons. Children develop early mathematical skills.

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need to do better?

30 January 2025 n Children are supported in learning about healthy practices. For example, they are encouraged to wash their hands before eating. Children learn about healthy eating through planned activities, such as reading the story 'The Very Hungry Caterpillar' and discussing which foods are healthy. n The childminder generally promotes children's independence. For instance, they learn to peel their fruit at snack time. However, she does not consistently support children's independence in self-care practices, such as encouraging the children to wash their hands independently. This impacts on children's personal development. n Children enjoy spending time outdoors and have lots of opportunities to be physically active. For instance, they visit the local park and feed the ducks. Additionally, children visit the local community, taking part in rhyme time sessions at the local library and visiting the café. Children get to meet other

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need to do better?

people and learn about similarities and differences. They also learn about different cultural festivals, for instance, making lanterns for Chinese New Year. Children learn about life in modern Britain. n Parents share positive views of the childminder and the care she provides. They comment that she provides helpful support to aid their children's development. However, the childminder does not maximise opportunities to update parents on what the children have been learning, to enable parents to continue the children's learning at home. n The childminder continually evaluates her practice to make improvements. She keeps her mandatory training up to date and seeks ways to enhance her continued professional development. For instance, she has recently undertaken training in autism awareness and understanding children who have experienced trauma. This has given her a deeper understanding of children's behaviour,

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need to do better?

helping to support any challenges effectively.

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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 build on children's personal development by encouraging greater independence in self-care practices n strengthen communication with parents about what their children have been learning to help them support and extend their children's learning at home.

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Setting details

Unique reference number EY344539 Local authority Reading Inspection number 10372482 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 16 Date of previous inspection 23 April 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Caversham, Reading. She operates all year round, from 7.30am to 6pm, Monday to Thursday. The childminder offers funded early education for children aged two, three and four years.

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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.

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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

30 January 2025 30 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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