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 Good

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The provision is good

The childminder successfully creates a caring and nurturing environment for the children, where they feel safe. She has a dedicated 'cabin' space in the garden where she provides care for children. They manage the transition to the cabin well, climbing up and down steps, and they are confident to explore the environment. The childminder organises this provision to support children to make choices in their play and access resources easily. Children confidently make choices, such as which doll's pram they would like to play with. They are all happy and settled, seeking reassurance and comfort from the childminder when they need it. Children enjoy role play, acting out tasks they have seen their families and the childminder undertake, such as preparing food, caring for dolls and going shopping.

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The provision is good

The childminder has developed a basic curriculum for children. Her ultimate aim is for children to be ready for their next stage in learning, for example pre-school or school. The childminder would like them to gain the skills to be happy in themselves, be ready to access their next stage and be good communicators. The childminder plans suitable activities and experiences to support children's emotional and physical well-being. She focusses on children following simple instructions, as well as developing emotional resilience and the skills to self-regulate.

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need to do better?

n The childminder's curriculum focusses mainly on learning through play and following children's interests and lead. The childminder then incorporates what she wants children to learn next into her teaching and interactions with them. However, this is not yet precise and clear enough about what children are expected to learn to ensure they make the best possible progress. n The childminder knows the children she cares for very well. She seeks pertinent and useful information from parents when they first start to help her understand their initial level of development. The childminder completes her own baseline assessment and observations. She builds on these, using her knowledge of child development to decide what she wants individual children to learn next and ensure they make good progress. n The childminder places a strong focus on children's communication and language development and supports this well. She does this through songs and

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need to do better?

stories, engaging them in back-and-forth conversations and introducing new vocabulary. The childminder adapts conversations for individual children, for example by asking older children to identify animal names and younger ones to make animal noises. This helps children to develop the knowledge and skills to communicate effectively and engage in conversations. n Children enjoy lots of trips and experiences away from the home with the childminder. Parents also value these. For example, the childminder takes

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need to do better?

5 June 2025 children to the local farm, on bear hunts in the woods and to stay-and-play groups. This helps children to learn more about their community and the wider world. n The childminder enables children to learn about good hygiene routines. She is a good role model, such as by explaining she is washing her own hands after wiping a nose. She encourages children to wash their own hands after nappy changes and before eating. The childminder also provides opportunities for children to learn about good oral health through play. Children can act out toothbrushing routines with model teeth. She shares information with parents and encourages them to take children to the dentist. This supports children's good health. n The childminder encourages children to eat healthy and nutritious food, and she provides a balanced nutritious menu for them. They can access drinking water from a familiar cup on the table. Children follow the setting routines well and

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need to do better?

manage the transitions to the main house for meals effectively. However, while the childminder is making their lunch, they are expected to sit at the table for a long time waiting and colouring. This leads to children starting to lose interest and getting restless and upset. n Children behave well and play happily alongside each other. The childminder helps them to develop good social skills. She talks to them about sharing and taking turns. During play, she supports children to negotiate and take turns, such as pushing an aeroplane back and forth through the tunnel. The childminder also teaches the children about good manners, encouraging them to say 'please' and 'thank you' at appropriate times. This supports children to develop essential life skills.

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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.

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should:

n review and refine planning for the curriculum to ensure it is precise and clear what children are learning, so that they make even better progress n review and adapt the organisation of mealtimes to ensure children do not have to wait for long periods of time for their meals.

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Setting details

Unique reference number EY414480 Local authority West Berkshire Inspection number 10398718 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 8 Date of previous inspection 6 November 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Mortimer Common, Berkshire. She operates all year round from 7.30am to 6pm, Monday to Thursday. The childminder holds a childcare qualification at level 3. She provides government-funded early education places for children aged from nine months to four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their written views 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

5 June 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

5 June 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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