Childminder 2828021

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

Children demonstrate contentment as they quickly settle into the childminder's routine after they have arrived. The childminder is warm, friendly and considerate of children's feelings. This supports all children, including those new to the setting, to feel safe and secure in their surroundings. Children benefit from fun enabling play spaces outdoors where they move around with confidence and pleasure. They love being outside in the fresh air. The childminder provides ample opportunities to develop children's large motor skills by engaging in activities, such as balancing on stepping stones and playing football with one another. Additionally, she helps children to improve their hand dexterity by encouraging them to squeeze, roll and manipulate playdough. This supports their literacy development and prepares them for early writing.

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The provision is good

Children are well-supported as they learn to navigate their growing emotions. The childminder promotes positive behaviours and has created a respectful culture where children feel valued. She consistently reinforces good manners and models these well. Children carry out kind acts for one another, such as picking items up from the floor that others have dropped. Their actions are met with a kind smile, and a thank you. This gives them a sense of pride. The children's personal, social and emotional are supported well.

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need to do better?

n The childminder has created a curriculum that is flexible, ambitious and helps children build on what they know and can do. She has a secure understanding of how children learn and how best she can support them to progress from their starting points. The childminder takes time to fully get to know the children and their families. Children are provided with next step targets, which help them make steady progress. The support in place helps children to grow and achieve. n The childminder demonstrates effective leadership and management skills. She has good oversight of the service she offers and seeks regular feedback from parents and other professionals to continually improve. This helps her understand her strengths and make changes to any areas necessary. The consistent reflection and evaluation of practice benefits the children's overall care and development. n On the whole, the childminder promotes good awareness of being healthy. For

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need to do better?

instance, she talks to children about the importance of brushing their teeth and offers children a variety of fruit and vegetables at mealtimes. In addition, children are encouraged to keep themselves hydrated throughout the day by drinking fresh water. However, children are not always encouraged to wash their hands before meals and cover their mouths when coughing or sneezing. This does not fully help children that are developing their self-care skills to learn how

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need to do better?

26 September 2025 to limit the spread of germs and reinforce good hygiene routines. n The childminder has successfully woven mathematics into her activities, daily routine and interactions. For instance, the childminder encourages children to count how many pieces of fruit they have on their plate at snack. They use mathematical language to discuss size, capacity and space. The mathematical skills children acquire prepares them for later learning. n Generally, children are supported well as they develop their vastly growing speech and language. Children are learning in a language-rich environment with regular opportunities to share back and forth interactions. This supports their awareness of conversational cues and confidence to share their opinions. However, at times the childminder does not model the correct words to describe objects. For example, children are not corrected as they refer to their coat belts

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need to do better?

as seat belts. This does not fully and consistently expose children to the correct use of language. n The childminder completes daily risk assessments. Children play in a learning environment that is safe for them to explore. The children regularly practice fire evacuation processes and learn how to stay safe using the roads when on outings. In addition, the childminder helps them understand the dangers of some of their actions. For instance, she talks to children about what could happen if they wave string around with beads on them. This helps children to learn that the rules and boundaries in place help keep them safe. n Parental relationships are well established. The childminder keeps parents informed of children's individual targets and general well-being throughout the day. Parents are keen to share their happiness that they feel their children are well cared for and are speedily making progress.

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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 develop hygiene routines to further support children in managing their personal care, helping them understand when and why it is important to wash their hands and the benefits of good hygiene practices n enhance awareness of the importance of modelling the correct use of language in conversations to promote children's speech development further.

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Setting details

Unique reference number 2828021 Local authority Wokingham Inspection number 10416679 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 5 Number of children on roll 4 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, Berkshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded early years places.

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Inspection activities

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, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 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.

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Inspection activities

26 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.

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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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