Silk, Kerri-Ann

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides a welcoming and stable environment for children. They have formed close bonds with the childminder. Children feel safe and secure with the childminder, who is calm, patient and caring. The childminder is responsive and sensitive to their needs, which helps children to feel at ease in their surroundings. They enjoy exploring the range of toys and resources she has set out.

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The provision is good

The childminder knows how to support children in their next steps of learning. She plans and builds on what children know and can do. She uses information from parents, children's interests and her own observations to plan a curriculum that meets the needs of all children. For example, children who show a keen interest in construction play for extended periods of time, placing stacking pebbles and pegs on top of one another. The childminder encourages children to share resources, identify colours and talk about their creations. Activities such as these support children's critical thinking and social skills, develop their hand-eye coordination and build on their growing vocabulary.

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The provision is good

The childminder understands how to promote positive behaviour. She provides consistent boundaries, and children behave well in line with their stage of development. They have good attitudes to learning. Children benefit from a range of regular outings and have opportunities to develop their confidence in different social situations. For example, the childminder plans visits to the park, national open spaces and farms to provide children with exciting ways to explore and build on their skills.

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need to do better?

n The childminder works closely with another childminder. She has completed all statutory training, such as safeguarding and paediatric first aid. She is reflective of her practice and aims to build on her skills and knowledge. However, she has not fully implemented plans for her professional development to raise the quality of her practice to a higher level. n The childminder communicates well with children. For example, she gets down to children's level and repeats and models what children are doing or trying to say. She uses different strategies to build on children's communication. For example, she engages in back-and-forth conversations. The childminder repeats and extends what more-able children are saying, when appropriate, to enhance their understanding of language. n The childminder recognises the importance of teaching children about the world that they live in. She supports children to learn about their community by taking

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need to do better?

them on regular outings and walks. However, the childminder has not yet identified how to help children learn about what makes them individual and

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need to do better?

9 June 2025 unique. She has not considered how to support children to understand their diversity and differences. n The childminder supports children's personal and social development well. Children are helpful when tidying up in preparation for lunch. Children are learning good cooperation skills and respect for their learning environment and their friends. The childminder has clear expectations for children's behaviour. She offers gentle reminders and meaningful praise for children. She acknowledges when children are kind to each other. This supports children's self- esteem and confidence. n Children are learning about healthy lifestyles. They use the garden and local facilities daily for fresh air and exercise. Children learn about healthy food options and enjoy varied lunches that encourage them to try new foods. Overall, the childminder has some good hygiene practices in place. However, she does not consistently follow these procedures. For instance, in preparation for lunch,

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need to do better?

children are given wet wipes to rub into their hands. This does not support children's understanding of good hygiene routines. n The childminder builds positive relationships with parents. She talks knowledgeably about where children are in their learning and the progress they have made since starting. She regularly shares information with parents about their child's day and development. This helps to establish continuity of care and supports parents to build on children's learning at home. Children make good progress in their learning.

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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 build on and implement plans for professional development opportunities to further drive the quality of teaching and learning to a higher level n develop the curriculum for understanding the world, to provide opportunities for children to learn about similarities and differences and understand what makes them unique n improve hygiene practices to ensure necessary steps are taken to prevent the spread of infection, with particular regard to mealtimes.

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Setting details

Unique reference number 2789308 Local authority Wokingham Inspection number 10406648 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2025 and lives in Wokingham. She operates Monday to Friday from 8am to 6pm, all year round. The childminder works at her address with another registered childminder. She provides government-funded early education to eligible children between the ages of one and three years.

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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 discussed the childminder's self-evaluation processes and plans for improvement.

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Inspection activities

9 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

9 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

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