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 Good

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The provision is good

Children demonstrate they feel happy and safe in the childminder's care. They move around the childminder's inviting and welcoming home with confidence. The childminder rotates the games and toys daily, depending on which children are attending and their current interests. Children greet visitors and show an interest in them. The childminder spends time getting to know children and their families during the settling-in process. She gathers important information from parents when they first begin attending. Children settle quickly and demonstrate that they have a strong sense of belonging. The childminder's tone with children is very warm and kind and this promotes feelings of security. Children readily accept cuddles and comfort from her. The childminder plans a balanced curriculum and prioritises developing children's confidence and independence. Children demonstrate high levels of enjoyment as they engage in a range of fun and

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The provision is good

interesting activities. They play with friends, showing kindness, such as when they share a book together and talk about the pictures.

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The provision is good

Children learn vocabulary in meaningful ways. For example, the childminder introduces a new topic about minibeasts. Children repeat new words learned such as Butterfly and Dragonfly, and begin to learn about the world around them. The childminder offers different experiences, such as visits to local places, to help build children's confidence and social skills in readiness for school. Children behave well. The childminder reminds children to use good manners, share and take turns. Children show consideration towards each other, particularly when sharing toys.

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need to do better?

n Children are developing their independence. For example, they wash their hands and at snack time cut their own fruit. They discuss the various parts of the fruits, such as the skin and colour. Attitudes to food are positive and children are developing a good awareness of healthy lifestyles. n Children demonstrate a love of books. The childminder is enthusiastic when she reads to children and encourages them to interact. Children repeat their favourite parts of the story with great enjoyment and listen intently to the childminder's words. n Children have good opportunities to develop their small-muscle skills. The children explore the texture of coloured rice as they squeeze and pat it. Children find pretend 'minibeasts' in the rice and collect them with tweezers, learning new skills. The space is well laid out, with space for the youngest children to move around and play. All children are using mark-making materials. This is benefiting

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need to do better?

children's physical development well. n Parents are very happy with the care and education children receive from the childminder. They praise the home-from-home environment and how happy

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need to do better?

5 June 2025 children are. In addition, the childminder creates good links with other settings that children attend. This supports continuity in children's learning. n The childminder gets to know children well and understands what children need to learn next. She interacts positively as children enjoy the experiences; she plans to support their learning. The childminder provides clear instructions and models new skills, such as putting on slippers indoors. Children have a go and develop positive attitudes to learning. However, at times during children's self -chosen play, the childminder misses chances to encourage children to explore their curiosity to extend and deepen their learning further. n The childminder reflects on her practice and finds ways to improve her knowledge. She ensures she completes training and research to keep her own knowledge and skills up to date. For example, she completes online training and

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need to do better?

webinars relating to children's development. This helps to improve learning outcomes for children.

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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 further enhance interactions with children to encourage their curiosity to extend their learning during self-chosen play.

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Setting details

Unique reference number EY542665 Local authority Windsor and Maidenhead Inspection number 10399282 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 5 Date of previous inspection 26 November 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Maidenhead, Berkshire. She works Monday to Thursday, from 9am until 4.30pm for most of the year. She has a relevant qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder joined the inspector on a learning walk, and she talked to the inspector about her curriculum and what she wants the children to learn. n The inspector observed the quality of education being provided and assessed the impact that this has on the children's learning. n The inspector took account of parents written testimonials. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documents on request. n The inspector spoke with the childminder about her safeguarding knowledge and responsibilities.

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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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