Jones, Jessica Alice

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

p.1

The provision is good

Children thoroughly enjoy their time in this nurturing and caring environment. The childminder has a very good understanding of the children's interests and needs. She gathers detailed information from parents when children first begin in the setting. The childminder uses this information to plan learning opportunities that build on children's knowledge and skills. Children form secure bonds with the childminder. For instance, they cuddle close to her as she reads stories to them and tell her they love her as they sit at the dinner table.

p.2

The provision is good

The childminder is a good role model and is caring and respectful in her interactions with children. Children behave well. They show they are happy. For example, they smile in response to her encouragement as they play. Children demonstrate they feel safe and secure as they confidently move around the childminder's home self-selecting toys and resources.

p.2

The provision is good

The childminder has a good understanding of how young children learn and develop. She uses her knowledge of child development to provide an ambitious and carefully sequenced curriculum. The childminder knows the interests of each child. For example, she knows that some children like to look at books while others are interested in playing in the sand. The childminder uses children's interests to motivate and enthuse them in their learning.

p.2

need to do better?

n The childminder provides a wide range of exciting opportunities children may otherwise not experience. For example, children learn about the life cycle of ladybirds and butterflies. The childminder encourages children to recall when they hatched butterflies and watched them fly off as they released them. Children find this exciting as they remember the butterflies chased them during this enriching experience. Children are supported to apply their previous learning in new situations. n Children learn to communicate their needs. For example, when the childminder places young children's water bottles within their reach, they know which bottle is theirs when they ask for a drink. The childminder supports children well to help them build on their independence. She works in close partnerships with parents to support children's dietary needs and to supply children with nutritious and healthy packed lunches.

p.2

need to do better?

n The childminder has a strong understanding of the skills she will teach children before they start school. These skills include practical tasks, for example putting on their own shoes, dressing with minimal support, toileting and developing physical abilities. She focuses on helping children gain independence skills in these areas. Younger children begin to make progress in developing these

p.2

need to do better?

8 May 2025 essential skills, setting a solid foundation for their continued growth. n The childminder supports children's mathematical learning. She sits beside children when they use toy ladybirds to investigate number and to reinforce their counting skills. She helps children to use numbers in their play by talking about the amount of ladybirds they have and to guess how many ladybirds there might be in the sand. However, she does not extend learning and give children time to consolidate their understanding of numbers and amounts, for instance counting on to investigate how many more ladybirds they need to make six. n The childminder is reflective. She attends regular training and has identified areas she would like to develop further, such as supporting children's literacy skills. The childminder completes mandatory training, such as safeguarding and first aid, and accesses various professional development opportunities to extend

p.2

need to do better?

her knowledge and skills. The childminder reflects on her training and confidently describes the impact this has had on her practice. She shares good practice with other childminders she regularly meets with. The childminder ensures that her knowledge and skills remain up to date to support her practice. n The childminder keeps parents up to date on their children's progress and activities. She talks with parents each day to share details of the children's routine and learning. The childminder works well with parents to support children's development. For instance, she liaises with parents to support potty training when the time comes and to ensure children are well prepared for school.

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 increase opportunities for children to practise and extend their mathematical knowledge.

p.3

Setting details

Unique reference number EY548722 Local authority Bracknell Forest Inspection number 10380527 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 5 Number of children on roll 7 Date of previous inspection 12 June 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Bracknell, Berkshire. She operates from 8am to 6pm, Monday to Friday, all year round. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for all eligible children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed their safety and suitability. 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 inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector took account of parents written views. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

8 May 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.

p.4

Inspection activities

8 May 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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