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 Good

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The provision is good

Children thrive in this nurturing and caring environment. The childminder has a good understanding of the children's interests and needs. She uses well-structured settling-in sessions to gather detailed information from parents. The childminder uses this information effectively to plan a well-thought-out curriculum.

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The provision is good

The childminder understands the importance of children developing their independence skills. For instance, she encourages children to persevere when chopping their fruit at snack time by giving them ideas about different ways to hold the fruit. Children beam with pride when the childminder praises their efforts. This helps to promote their self-esteem. Children's communication and language development is a key focus for the childminder. She narrates their play and sings songs and nursery rhymes. For instance, they giggle and squeal with excitement as they pretend to be 'sleeping bunnies' before jumping up at the right time.

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The provision is good

The childminder is a positive role model and has high expectations of children. She has consistent boundaries so that children know what to expect and how to behave when they play. For example, the childminder uses gentle explanations and reminders to teach them about being kind and taking turns.

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need to do better?

n The passionate childminder is proactive in seeking ways to develop her skills and knowledge further. Any gaps in learning are quickly identified, and plans are put in place to support children and narrow the gap in learning. For example, she has used her recently acquired knowledge from communication training to target any gaps or delays in children's learning. n The childminder carefully considers the needs of children who are in receipt of additional government funding. For instance, she identifies how additional funding can be used to purchase extra resources to enhance children's learning experiences. This supports children to make good progress from their starting points. n Partnerships with parents are strong. They share that they are very happy with the care the childminder provides. The childminder uses an online app to ensure that parents are kept informed about their children's day and the activities they

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need to do better?

have enjoyed. This helps to promote continued learning at home. n The childminder has a good overview of the curriculum and knows what she wants the children to learn. However, she does not consistently use her interactions to deepen children's understanding of numbers or encourage counting. This means that children do not consistently have rich experiences to count and explore numbers during their play and learning. n The childminder introduces children to new words to extend their vocabulary.

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need to do better?

4 March 2025 She repeats and adds to children's sentences to further develop their language skills. Children excitedly answer the childminder's questions and recall previous events. For example, they excitedly recall feeding the ducks at the local pond. Children develop good vocabulary and are effective communicators. n Children gain a love of books. They excitedly choose books to look at together and discuss what is happening in the pictures. The childminder takes children on regular trips to the local library, so they can choose their own books to read and explore back at the setting. This helps to develop their early literacy skills. n Children learn how to keep themselves healthy. The childminder talks to children about the importance of 'catching a cough' and consistently supports them to follow a good hygiene routine. She gives information to parents about providing a healthy packed lunch for their children to promote a nutritious diet. Children

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need to do better?

gain a good understanding of healthy living. n The childminder provides resources and activities to develop children's awareness of festivals, such as Chinese New Year. However, she does not successfully use these opportunities to help children gain an understanding about diversity and learn about the similarities and differences between people. n Children learn to keep themselves safe and take appropriate risk. For instance, when using safety knives to cut fruit, the childminder reminds them of the correct way to hold the knife to keep themselves safe. Furthermore, children participate in regular fire drills to help them gain an understanding of how to keep themselves safe in an emergency. n The childminder spends time getting to know children and their families during the settling-in process. Children settle quickly and demonstrate that they have a strong sense of belonging. They illustrate positive attitudes to learning as they

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need to do better?

lead their play and move around the setting with confidence.

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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 opportunities that arise during everyday routines and play experiences to enhance children's understanding of mathematics n increase the opportunities children have to learn about communities beyond their own experiences to further increase their knowledge of diversity.

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Setting details

Unique reference number EY538622 Local authority Bracknell Forest Inspection number 10388811 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 4 Date of previous inspection 31 July 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Sandhurst, Berkshire. She operates from 8am to 4pm, Monday to Thursday, for most of the year. She has a relevant childcare qualification at level 3. The childminder provides funded early education.

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Inspection activities

n The childminder discussed with the inspector the setting's curriculum and how she organises and plans experiences for children. n The childminder carried out an activity and evaluated this with the inspector. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector looked at relevant documentation and evidence of the suitability of the childminder and the people living in her home. n Parents shared their views of the setting with the inspector.

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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

4 March 2025 4 March 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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