Childminder in Reading

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 provides a safe and welcoming space where children feel valued and included. Her gentle guidance helps children to understand the expectations and promotes their independence well. Children feel emotionally secure. This is visible as the children play alongside each other happily and relaxed, and their behaviour is good. They have developed a strong bond with the childminder and seek her for comfort and reassurance when they need it. Children know the routines well and enjoy having a sense of responsibility, such as when helping to tidy up after activities.

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The provision is good

Overall, the childminder provides children with an ambitious curriculum to equip them with fundamental skills, such as independence and effective communication. This helps to prepare children for their next stages in learning. Children thoroughly enjoy the childminder's warm and nurturing interactions. They are confident learners who demonstrate a range of developing skills, such as building positive friendships with each other, confidence and resilience. The childminder is a good role model. When toddlers struggle to share equipment, the childminder quickly intervenes. She is persistent in ensuring children begin to understand how to share, take turns and treat others with kindness. Children respond positively to this and begin to learn how to manage their feelings.

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need to do better?

n The childminder's curriculum is based on skills to prepare children for their future education. She plans activities and experiences that follow children's interests. She focuses on language and regularly reads stories, and children enjoy taking part in action songs together. The childminder provides commentary on children's individual play. However, at times, the childminder does not consider using high-quality questioning techniques that would support more able children to voice their thoughts and opinions to the highest levels and further extend their thinking and communication skills. n The childminder monitors children's development to ensure she has a secure understanding of their abilities and learning. She uses this knowledge to plan a fun environment that supports children's next steps in learning. For example, the childminder encourages children's early literacy skills in fun ways, such as

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need to do better?

making marks on the ground using water and paint brushes. Children are delighted when they form patterns and are motivated to try this using other materials, such as chalk. n The childminder recognises the importance of giving children plenty of opportunities for fresh air and exercise and teaches children about the world they live in. She supports children to learn about their community by taking them out on regular outings and walks. For instance, children benefit from trips

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need to do better?

4 June 2025 to the library and parks, and they regularly play in the childminder's garden. These opportunities support children to explore broader experiences. n The childminder identifies gaps in children's learning and takes appropriate steps to help close these. Overall, children's learning and progress are promoted well. However, at times, the organisation of some daily routines is not as effective as in others. For example, after lunch, as the childminder carries out routine tasks, children patiently play and wait before they can engage in more purposeful learning. This means, at times, there are not consistently good interactions that fully challenge the children's learning. n The childminder encourages children to independently manage their self-care needs. For instance, children know to wash their hands before they eat. After nappy changes, the childminder encourages children to put on their own shoes.

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need to do better?

The childminder's patience and encouragement support children to have a positive attitude to their learning. For example, when children find packets or containers tricky to open, instead of becoming frustrated, with a little support from the childminder they are able to skilfully manage the task. This helps children to develop a strong sense of resilience. n The childminder values her partnerships with parents. There is a good exchange of information about children's development and care arrangements, which supports consistent experiences for children. Parents' written feedback is very positive. They comment that their children are happy and settled in the care of the childminder, they are thriving and look forward to attending. n The childminder reflects on her practice to determine where further knowledge could be gained. She regularly refreshes mandatory training and attends courses to help enhance her knowledge. For example, she has recently benefited from

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need to do better?

completing a course about trauma in childhood and has training booked to develop her understanding of repeated behaviours and schemas in play.

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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 enhance modelling of language and questioning techniques, to further extend children's thinking and communication skills n review the organisation of some daily routines, to help reduce waiting times before children can engage in more purposeful learning.

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Setting details

Unique reference number EY473554 Local authority Reading Inspection number 10394538 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 11 September 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Reading. She operates all year round from 7.30am to 6pm. The childminder provides government-funded early education to eligible children from the age of nine months.

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Inspection activities

n The childminder took the inspector on a tour of all areas of the premises to understand how the early years provision and the curriculum are organised. n A joint focus activity observation was carried out by the inspector and the childminder. The inspector discussed learning activities and assessed the quality and impact of teaching on the children's learning. She spoke with the childminder and the children at appropriate times during the inspection. n The inspector looked at relevant documentation, including evidence of the suitability of all those living in the household. She also sampled documentation, including evidence of paediatric first-aid training. n The inspector took account of the parents' views through their written comments. n The inspector discussed the childminder's self-evaluation processes and plans for improvement.

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Inspection activities

4 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

4 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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