Raymond, Jennifer Louise

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 with the kind and caring childminder. The childminder is committed to providing an inclusive and welcoming environment where children feel safe and secure. On entry to her setting, she meets with parents to discuss children's care needs, so that she can meet these from the outset. Children show high levels of emotional well-being as they make independent choices in their play.

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The provision is good

Children demonstrate a positive attitude to their learning. They are eager to join in with activities and find out how things work. For instance, while experimenting with a garlic press and dough, they eagerly explore different techniques to push the dough through. The childminder recognises that children find this challenging and encourages them to keep trying. Children show high levels of motivation as they persevere with the task until they succeed. These experiences help children to develop their problem-solving skills, 'bounce back' when faced with challenge and develop a 'can do' attitude.

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The provision is good

Children make good progress from their starting points. The childminder has designed a well-sequenced curriculum to ensure that children develop new knowledge and skills over time. She completes regular assessments on children's progress. These enable her to quickly identify any emerging gaps in their development and provide targeted interventions. All children, develop the skills they need for the future. For example, they complete tasks independently, communicate well with others and listen with interest to familiar stories.

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need to do better?

n The childminder promotes children's communication and language skills well. She provides children with a broad range of books and reads to them with enthusiasm. Children enjoy listening to familiar stories and comment on what they see. For example, they excitedly suggest that the 'snowstorm' in the story might be very noisy. n The childminder interacts well with children. During activities, she asks them questions to assess their understanding, identify any misconception's and provide an explanation. For instance, she asks children if they can identify a lemon. When children are unable to name this, she introduces the word and encourages them to smell and touch the lemon. n Overall, the childminder plans engaging activities that capture children's interest. For example, children plant seeds and grow beans and sunflowers. Most children participate enthusiastically, and their interest is sustained. However, the

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need to do better?

childminder does not always consider how to adapt her teaching, so that all children remain engaged. As a result, some children quickly lose interest and do

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need to do better?

24 March 2025 not fully benefit from the experience. n The childminder provides children with a good range of opportunities to develop an awareness of different cultures and celebrations. Prior to children attending, she gathers information from parents about family traditions, celebrations, and significant events. This enables her to incorporate these into her curriculum. For example, children learn about Polish traditions, such as 'Fat Thursday' and talk about how this links with the Christian festival of LENT. These experiences help children develop an understanding of the differences and similarities between themselves and others. n The childminder places a strong focus on children's physical well-being. She ensures that children have a wide range of experiences to encourage them to be physically active. For example, they play outdoors and visit local parks. Children benefit from healthy meals and snacks and follow good hygiene practises, such

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need to do better?

as washing their hands regularly. n Overall, children behave well. They are kind, friendly, and generally play co- operatively. The childminder sets clear rules and boundaries, such as respecting resources, sharing, and taking turns. However, at times, she overlooks instances where some children take resources from their peers. As a result, she does not always consistently support them in understanding how their actions impact others. n Partnerships with parents are strong. The childminder keeps them well informed about the activities their children enjoy during their time with her. Parents appreciate the care and support provided. They comment that their children thoroughly enjoy attending and have made good progress since being in the childminder's care. n The childminder has completed comprehensive training to help enhance her knowledge and skills. For example, she has undertaken a professional development programme. This has helped to deepen her understanding of how

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need to do better?

children learn and has enables her to improve her curriculum.

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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 focus more on how to adapt teaching to enhance children's play experiences and captivate their interest in activities n strengthen behaviour management strategies to further support children's understanding of the impact of their behaviour on others.

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Setting details

Unique reference number EY340001 Local authority Slough Inspection number 10388798 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 30 July 2019

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Information about this early years setting

The childminder registered in 2006. She lives in Slough, Berkshire. She operates her service on weekdays for most of the year. The childminder holds a childcare qualification at level 3. The childminder recieves funding to provide free early years eduaction for children aged three years.

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Inspection activities

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 the children 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

24 March 2025 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

24 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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