Childminder in West Berkshire

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 demonstrate that they feel safe and secure in the care of this nurturing childminder. They confidently welcome visitors into the childminder's home, reflecting high levels of self-esteem. The childminder works hard to develop strong bonds with children. She carefully observes them and responds to their needs. For instance, she offers gentle encouragement when they persevere as they climb onto a see-saw. The atmosphere is calm and joyful.

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The provision is good

The childminder offers a wide variety of experiences. Outdoor learning is one of her strengths, as she understands children's preferences for being active in the fresh air. The childminder provides an interesting outdoor environment where children can explore and discover. For example, children squeal with delight as they plant moss and seeds. Children have strong physical skills. They can confidently run, jump and ride bikes down a hill. These activities help to develop the strength in their large muscles, preparing them for their next stage in learning.

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The provision is good

The childminder's curriculum is designed to help children become 'confident, kind and independent'. Children have positive attitudes to learning. For example, they show remarkable focus and persistence in filling teapots with water. They persevere while struggling to push a trolley loaded with their items over the uneven ground. Once they succeed, they proudly set up a 'tea party' for their friends. These experiences help children develop the social skills they need when the time comes to move on to school.

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need to do better?

n The childminder has a clear and ambitious intent for her curriculum. She focuses on providing children with a variety of experiences to support growth in all areas of learning. The childminder achieves this by providing children with connections with nature. She does this through her inviting outdoor space and surrounding countryside. The childminder uses her assessments of children's development to inform a carefully sequenced curriculum that accurately identifies what children need to learn next. For instance, she sets out dolls so that children who have recently had new siblings can role play what they might see at home. This helps all children to make good progress. n The childminder sets high expectations for children's behaviour. She knows when to introduce new ideas, and she supports children to 'give it a go'. For example, the childminder enthusiastically sets a challenge for children to find storybook

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need to do better?

pictures in the garden. Children eagerly show great determination and giggle with delight as they proudly share their discoveries with friends. Generally, children behave well. However, the childminder's strategies to help children understand why some behaviours are not acceptable or the impact their

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need to do better?

14 March 2025 behaviour has on others are not consistent. As a result, children do not fully develop an understanding of how their actions affect those around them. n The curriculum for supporting children's communication and language is strong. The childminder consistently engages with the children. She skilfully interweaves new words into play, such as 'wet', 'soil', 'seeds' and 'tufts'. This provides children with valuable opportunities to develop their growing vocabulary. However, in her eagerness to communicate with children, the childminder does not always give children time to pause and reflect. This does not consistently extend and challenge children's thinking. n The childminder builds positive partnerships with local pre-schools that children attend. She supports all children, including those with special educational needs and/or disabilities, during their move to pre-school by sharing information. The

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need to do better?

childminder provides details such as how each child learns best and what they need to focus on next. This supports continuity in learning and progress in the child's new setting. n Partnerships with parents are good. The childminder views the children and families as an extension of her own. Parents report that children have grown in confidence since attending the childminder's setting. They appreciate the advice and support on a variety of topics, such as toilet training and ways to further develop learning. This helps to provide a consistent approach to children's development. n The childminder makes excellent use of the local community to enhance learning. She does this to provide children with new experiences and develop social skills. For instance, she regularly takes the children on outings to a variety of places, such as the library. Children excitedly recall the time when they chose their favourite books. This helps to broaden children's understanding of the

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need to do better?

wider world and nurture a love of reading.

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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 develop behaviour management strategies further to support children's understanding of why behaviour boundaries are in place and the impact of their behaviour on others n provide children with consistent opportunities to pause and reflect when asking questions to further extend their critical thinking skills.

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Setting details

Unique reference number 2701318 Local authority West Berkshire Inspection number 10376606 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Thatcham, Newbury, Berkshire. She offers care all day, Monday to Friday, from 8am to 6pm, throughout the year. The childminder holds a relevant early years qualification at level 6. The childminder receives funding to provide funded early education for children aged two and three years.

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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 The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children told the inspector about their friends and what they like to do when they are at the childminder's setting. 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 inspector observed the interactions between the childminder and the children. n Parents shared their written feedback 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

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

14 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

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