Childminder in Slough

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

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The provision is good

Children demonstrate a deep sense of belonging in this warm and homely environment. They form close bonds with their nurturing childminder, cuddling up to her for stories and relishing their close and affectionate interactions. The childminder provides a home-from-home environment that places children's interests at the heart of her practice. She creates an exciting environment that is safe and stimulating for all children.

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The provision is good

The childminder provides a curriculum based on her understanding of what children need to learn next and their emerging interests. Children are encouraged to choose from a selection of resources and initiate their own play. The childminder places a high priority on developing children's communication and language skills. Children enjoy sharing stories and show an interest in choosing their favourites. Furthermore, children join in with enthusiasm when singing rhymes and songs. Opportunities such as these help develop children's communication skills.

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The provision is good

The childminder takes a kind and caring approach to support the children in her setting. She follows their interests and supports them to make independent choices. Children are encouraged to do things for themselves. For example, children independently wash their hands before eating and learn about good hygiene practices. Young children learn to use cutlery well from a young age to feed themselves.

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need to do better?

n Children's mathematical learning is embedded in every aspect of the childminder's practice in age-appropriate ways. The childminder encourages young children to identify shapes and significant numbers in the environment. Older children are supported in solving simple mathematical problems during play. For example, during a number sorting activity, children learn to consolidate numbers into quantities and place the corresponding amount of beans into numbered pots. Children show great excitement and pride as their achievements are praised and recognised. n The childminder ensures that children have regular exercise. She recognises that children benefit from social interactions and plans experiences to support this. For example, children have plenty of visits to the local parks, libraries and toddler groups. This helps children develop their confidence and social skills as they learn about others in their local community.

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need to do better?

n Children are independent as they are encouraged to do things for themselves. Children engage in meaningful, self-chosen play that nurtures their curiosity, independence and decision-making skills. Children choose what they would like to eat from a healthy food selection. The childminder reminds children to save

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need to do better?

18 June 2025 their treats for after their sandwiches. She works closely with parents to ensure that children choose from a variety of different tastes and textures. This helps to foster children's independence, confidence and self-esteem. n Overall, the childminder supports children to develop positive attitudes to learning and has high expectations for children's behaviour. Children respond to the childminder's instructions and recall what they are expected to do next. However, at times, when children display unwanted behaviours, the childminder does not consistently provide suitable, clear explanations to enable children to develop a deeper understanding of the rules. Therefore, at these times, children do not understand why the rules are in place. n The childminder has completed some training and reflects on her practice to identify areas for development. She also uses the feedback from families to

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need to do better?

evaluate her setting. However, the childminder understands that she has not fully implemented what she has learned, for example, to follow up on her intentions to support her professional development needs and to help enhance her practice to the highest level. n Relationships with parents are built on trust and mutual respect. Parents are very happy with the education and care their children receive. They comment positively about their children's progress, particularly their social skills, confidence and speech. The childminder keeps parents fully informed of their children's busy day with her. Parents highly value the collaborative approach between the childminder, themselves, carers and other settings children attend. This helps to support children's overall continual development.

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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 improve behaviour management strategies so that children consistently learn what is expected of them n explore more ways to sharpen professional development opportunities to ensure learning is implemented to further enhance existing good practice across all areas of the curriculum.

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Setting details

Unique reference number 105367 Local authority Slough Inspection number 10388382 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 9 July 2019

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Information about this early years setting

The childminder registered in 1994 and lives in Langley, Berkshire. She works Monday to Friday, 7am to 6pm, apart from family holidays. The childminder offers government-funded places for children aged between nine months and four years. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 Children spoke with the inspector during the inspection. 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 and the childminder carried out a joint observation. n Parents and carers shared their 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

18 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

18 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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