Childminder 116928

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

p.1

The provision is good

The experienced childminder provides a calm and nurturing environment where children feel safe to explore and make choices. She is responsive to their needs and provides reassuring cuddles when required. Children become confident explorers.

p.2

The provision is good

The childminder knows the children well and what steps they need to make to progress in their learning. She plans activities to support their interests and reflect what is going on in the world. For example, children learn about recycling through stories and sorting objects into different containers. Children proudly show pictures of bees that they have made while learning about bees. This helps children develop into responsible citizens.

p.2

The provision is good

The childminder supports children's behaviour through consistent praise and encouragement. When conflict occurs, she quickly steps in to provide support. The childminder helps the children to understand why certain behaviours are not acceptable. Children develop an understanding of how their behaviour impacts on others.

p.2

The provision is good

Children develop healthy routines. For example, they learn to clean their hands before and after meals and when coming in from outside. The childminder ensures that children are seated appropriately when eating and that food is cut into small pieces to reduce any risks of choking.

p.2

need to do better?

n Overall, the childminder considers what she wants children to learn when planning her curriculum. When activities do not go to plan, she is quick to adapt to help children engage and learn. Occasionally, the activities provided are too complex for younger children's age and stage of development. This means that, for some children, the learning objectives are not consistently met. n Children develop strong communication skills. The childminder listens to the children and models the correct pronunciation of words. She builds on what the children already know. For example, when a child says 'flower', she repeats back 'purple flower'. Children take part in rhyme time at the local library, where they are exposed to more language. Children develop the foundations they need to become good communicators. n Children build on their mathematical knowledge through everyday experiences. The childminder makes the most of opportunities for children to practise their

p.2

need to do better?

counting skills and explore different shapes and sizes. For example, the childminder supports children to count how many sticks they are adding into their potions as they mix ingredients in the mud kitchen. Children develop an

p.2

need to do better?

11 September 2025 understanding of mathematical concepts at an early age. n The childminder teaches children about the diverse community in which they live. She takes them on regular outings to soft-play centres, play groups and parks, where they meet other members of the community. Through planned activities, the children explore and learn about different cultures and religions. For example, the children make sweets to celebrate Eid and make lanterns for Chinese New Year. This helps children learn about differences and similarities in the world. n Children learn about the natural world. The childminder provides opportunities for children to grow fruit and vegetables and make bird feeders. They also visit the local woods, take part in scavenger hunts and leave food for the squirrels. The childminder teaches children about the risks in nature, such as stings from nettles and poisonous plants. Children develop a love and respect of nature and

p.2

need to do better?

the outdoors. n Children learn to persevere and develop resilience. The childminder encourages children to keep trying when challenges occur. She skilfully provides the right level of support to help children achieve their goals. However, the childminder does not consistently make the most of everyday opportunities to support children's developing independence. n The childminder works in partnership with parents and other providers effectively. She keeps parents up to date and informed of children's progress by providing regular feedback. She listens to parents and works together with them to support any needs the children may have. The childminder develops strong links with other childminders. They share skills and develop planning ideas to support the children in their care. This broadens children's experiences and helps them to develop their social skills.

p.3

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.

p.3

should:

n ensure that learning activities provided are consistently well matched to children's varying ages and stages of development to help children make even better progress n make the most of opportunities to develop children's independence skills through their everyday play and learning.

p.3

Setting details

Unique reference number 116928 Local authority Reading Inspection number 10407860 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 21 January 2020

p.4

Information about this early years setting

The childminder registered in 1992. She lives in Tilehurst, Reading, Berkshire. The childminder works from Monday to Thursday between 7.30am and 5pm, for most of the year.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for the children's learning. n The children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector carried out a joint observation during an activity. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

11 September 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.

p.4

Inspection activities

11 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6