Childminder in Windsor and Maidenhead

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children have developed strong bonds with the childminder. They are happy and feel safe and secure in her care. Children help the childminder to select resources that reflect their interests. This helps to foster their motivation to play and learn. Children develop their physical skills through hands-on activities. For example, older children skilfully complete floor puzzles. They use helpful strategies taught by the childminder, such as referring to the picture on the box. Children develop good problem-solving skills. Younger children confidently explore a range of interesting natural objects arranged thoughtfully by the childminder, such as household items and interactive books. This helps to stimulate children's curiosity and broaden their knowledge of the world around them.

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The provision is good

Children enjoy singing familiar songs and rhymes with the childminder. For example, they delight in hiding and returning bird finger puppets during number rhymes, while reciting 'Two little dickie birds'. This successfully supports their language skills and they learn new words.

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The provision is good

The childminder is a very good role model. She consistently teaches children about expected behaviour and being kind to their friends. For example, children receive praise when they work together to tidy away a lotto game. This supports their emotional well-being. Children benefit from the childminder reminding them to say please and thank you, such as when they ask for their snack. They learn good social skills.

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need to do better?

n The childminder helps children to gain the skills they need to be motivated, independent learners. She models good observational and investigative skills. For example, the childminder helps children notice the 'bubbles' that form, when chickpea juice is mixed with blue food colouring to create a duck pond. Children experience different materials for exploration. The childminder teaches children strategies for counting to help develop their understanding of number. For instance, she lines up the ducks children have caught with nets and they count each one aloud. Children show good perseverance and a 'can-do' attitude. n The childminder designs engaging mathematical activities to support children's learning. For example, she encourages older children to match square fish with a square shape on a fishbowl, to teach shape recognition. The childminder is flexible to children's own ideas and ways of doing things. However, the

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need to do better?

childminder plays music constantly in the background. She does not recognise that during activities it is harder for children to listen and concentrate. Children do not always respond to her instructions. This has an impact on their attention and listening skills.

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need to do better?

2 April 2025 n The childminder helps children develop a caring and respectful attitude towards others living in the local community. For instance, she takes them to visit a local care home to help them understand and appreciate the lives of older people. The childminder takes along engaging activities to encourage meaningful interactions. This successfully supports children's social communication and empathy. n The childminder promotes children's good health by establishing consistent routines. For example, children play in the childminder's garden and visit local parks for fresh air and physical exercise. The childminder offers healthy food choices at snack time and considers the dietary needs of individual children. For example, children help in the preparation of meals and safely chop up their fruit to support their growing independence. The childminder encourages older children to manage their own personal hygiene routines in preparation for

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need to do better?

school. n The childminder has established strong relationships with parents. Parents appreciate the regular updates about the children's daily activities. This supports them to support their child's learning at home. The childminder collects valuable information from parents about their children's starting points. However, she does not consistently use this information to shape the curriculum for each child to precisely target the support they receive from the outset. n The childminder is passionate and enthusiastic about her childminding practice. For instance, she shares her ideas for activities at a parent toddler group and with local childminders, when meeting at each other's homes. The childminder attends training courses and researches new ideas to help her continually improve. For example, she has created a well-resourced trolley to enhance children's mathematical experiences.

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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 minimise unnecessary background noise in the learning environment to support children to listen and focus on activities n make better use of information from parents when children first start to plan a curriculum that is based on what they already know and can do.

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Setting details

Unique reference number EY299953 Local authority Windsor and Maidenhead Inspection number 10392396 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 6 Date of previous inspection 20 August 2019

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Information about this early years setting

The childminder registered in 2005. She lives in Windsor, Berkshire. The childminder works Monday to Thursday from 7.30am to 5.30pm, for most of the year. She has a relevant level 3 qualification in childcare. The childminder offers government funded places for children aged from nine months to four years old.

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Inspection activities

n The inspector talked to the childminder about her curriculum and what she wants children to learn. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of an activity with the childminder. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n Parents shared their views about the childminder's service. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 April 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

2 April 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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