Burrell

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

p.1

The provision is good

The childminder is clear about what she wants children to learn and why. Her curriculum focuses on the prime areas of learning, supporting children's communication and language and encouraging their physical skills and self- confidence. Children thoroughly enjoy sensory play. They become completely absorbed and show good concentration when using play dough and sand. They develop good hand-eye coordination as they transfer the sand from pot to pot and make shapes with play dough. Children have great fun as they experiment and feel the textures of the dough and the sand, commenting on how they feel and learning new words such as 'squidgy'. This supports children's developing creativity.

p.2

The provision is good

Children form close relationships with the nurturing childminder, who works hard to ensure that children feel confident and secure in her care. The childminder provides clear boundaries for children and has a consistent approach to promoting appropriate behaviour. Children receive an abundance of affection and praise for their efforts and achievements throughout the day, demonstrating they feel safe and secure.

p.2

The provision is good

Children receive lots of praise and encouragement from the childminder and learn about using good manners. They play cooperatively together, learning to share and take turns. This supports them in developing good social skills for when they are ready for school and later life.

p.2

need to do better?

n Prior to children attending, the childminder tailors children's settling-in sessions to their individual needs. For example, some children need more sessions to help them feel confident to leave their parents. Children get to know the childminder, other children she cares for and the environment gradually. This contributes to children settling at their own pace and supporting their emotional well-being. n The childminder completes detailed and regular assessments of children's development and uses these to plan for their next stage of learning. She considers how activities can best be adapted to meet the needs of different ages. This means all children's learning needs are met. n The childminder knows children well. She observes children's play to support her understanding of their interests. She uses this information to provide a broad and interesting curriculum that builds on what children already know and can do.

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need to do better?

For instance, she uses children's enjoyment of songs and stories to develop their language and promote a love of reading. n The childminder offers children learning experiences she knows they will enjoy and that will encourage them to focus for prolonged periods. For example, children enjoy playing on bicycles and cars in the garden. She engages them in

p.2

need to do better?

3 April 2025 ball games so they can practise how to catch and throw accurately. The childminder also plans outings to local parks to encourage children to climb on and explore different equipment. Children's physical development is supported well. n The childminder supports children's communication and language soundly. She encourages lots of conversations as children play. However, on occasion, she does not give children enough time to think and respond to questions she asks. This does not consistently promote children's communication and language skills. n The childminder provides children with good opportunities to develop their mathematical skills. For instance, they count how many cards they have as they play board games and discuss which containers have more or less sand in. However, at times, the childminder does not fully extend children's more complex mathematical understanding. n Children's care needs are managed promptly and sensitively. For example, nappy

p.2

need to do better?

changing routines are carried out in a highly respectful manner to promote children's emotional security. The childminder implements routines to promote children's understanding of good health. For example, children consistently learn about handwashing at mealtimes and after toileting. This means that children learn about healthy practices that promote a healthy lifestyle. n Parents feel that their children have made good progress at the childminder's setting. The childminder gives parents good information about their children's day and regular updates on their developmental progress. The childminder has also developed close partnerships with other settings that children attend. This helps to provide consistency in children's care and learning. n The childminder works closely with the local authority to stay up to date with current good practices. She collaborates with another childminder to review and

p.3

need to do better?

discuss policies and procedures. This ensures that her practice remains effective, inclusive and aligned with the latest standards.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen children's communication and language skills further, particularly giving children time to think and respond to questions n include more opportunities during children's play and focused activities to further develop their mathematical understanding.

p.3

Setting details

Unique reference number EY394160 Local authority Bracknell Forest Inspection number 10388704 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 24 July 2019

p.4

Information about this early years setting

The childminder registered in 2009. She lives in Ascot, Berkshire. She operates from 7.30am to 6pm, Monday to Friday, all year round, except for family holidays. The childminder provides funded early education for children from the ages of nine months to four years.

p.4

Inspection activities

n The childminder took the inspector on a learning walk of her provision and explained her curriculum. n The inspector took parents' written views into consideration. n The inspector held a leadership discussion with the childminder. n The inspector sampled a range of documents and the children's records. n The inspector observed interactions between the childminder and the children, indoors and outdoors. n The inspector observed the quality of the education being provided and assessed the impact that this is having on the children's learning.

p.4

Inspection activities

3 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

3 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

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