Wheaton, Joanne

Wheaton, Joanne

Unique reference number (URN): EY340894 Address: 114 Nutley, BRACKNELL, Berkshire, RG12 7HF Type: Childminder Registered with Ofsted: 19/10/2006 Registers: EYR, CCR, VCR Registered person: Wheaton, Joanne

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder places a high emphasis on supporting children to play collaboratively and to develop positive relationships with others. She fosters a culture of kindness, care and respect. For example, the childminder consistently models how to handle toys 'gently'. This helps older children to understand how to interact appropriately and sensitively with younger children.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of regular attendance to families. She monitors children's attendance closely and works with parents and carers to support any child whose attendance is irregular. The childminder explains how, at times, she adapts children's attendance patterns to meet the individual needs of children in her care. This flexible approach helps to build trusting relationships with families and supports children to attend regularly.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations of children's behaviour. She offers frequent praise to acknowledge children's efforts and achievements. For example, she uses positive praise, such as saying 'well done' and 'thank you' when children help to tidy away toys. The childminder has a well-planned routine, and children excitedly know how to get the items they need ready for lunch from the trolley. This approach supports children to understand expectations and creates a harmonious and calm atmosphere where children thrive.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children develop warm and wonderful respectful relationships with the childminder. As a result, they feel confident to approach her for support when needed. For example, children confidently communicate their needs, such as when they are hungry. These deep relationships enable the childminder to meet children's individual needs and support their wellbeing effectively.

p.2

Inclusion Strong standard

The childminder has excellent systems in place to monitor children's development closely. Through thorough observation and assessment, she expertly identifies children's individual needs promptly. For example, the childminder's reflective tools, such as a communication tracker, have helped her to identify some children who may need additional support for delays in their speech and language. Furthermore, she regularly attends high-quality training on supporting children with special educational needs and/or disabilities (SEND). As a result, the childminder implemented highly effective strategies and individualised support for these children. Her proactive approach, alongside her detailed plans based on children's starting points, has made a very positive impact on children's outcomes.

p.2

Inclusion Strong standard

The childminder has ambitious aspirations for all children. She acknowledges the importance of effective partnership working. The childminder is driven to provide clear and open communication with parents and carers and other professionals to support children's education, care and wellbeing. For example, she works closely with professionals, including SEND advisers, to support children who have delays in development. Furthermore, she ensures that her detailed assessments are shared with health visitors to support children to

p.2

Expected standard

obtain early referrals when needed. As a result, all children, including those with SEND, make excellent progress.

p.3

Expected standard

The childminder ensures that parents are kept well informed about their children's progress. She provides clear and detailed developmental records that help parents to understand their children's achievements, emerging skills and next steps. This shared approach strengthens continuity between home and the setting. This supports children to feel secure and confident in their learning environment.

p.3

Leadership and governance Strong standard

The childminder demonstrates a thoughtful, positive and proactive approach when working with parents and carers. She establishes extraordinary relationships with families when children first start, which helps children to settle quickly. Parents and carers comment positively on the childminder's practice, describing her as 'happy and friendly' and noting that she takes children on 'lovely outings'.

p.3

Leadership and governance Strong standard

The childminder is responsive to the changing needs of her setting and maintains a focus on achieving the best possible outcomes for all children. She regularly reflects on her practice and engages in professional development to strengthen her knowledge and improve the quality of her teaching. For example, she has recently reviewed how she monitors children's development and introduced a new system. This enables her to identify gaps in learning promptly and, where necessary, make timely referrals to health professionals to secure additional support. As a result, children receive the help they need to make progress from their starting points.

p.3

Leadership and governance Strong standard

The childminder is remarkably reflective and uses detailed systems to help her to continually improve her teaching. She is forward-thinking and networks with other relevant professionals, including the local authority and local childminders. This collaborative approach strengthens her reflective practice and supports continuous improvement. The childminder implements improvements that are well matched to current priorities. For example, she identifies that she need to strengthen her current questioning techniques and has clear plans in place to address this. This includes a clear commitment to ongoing professional development and continually seeks opportunities to enhance her skills and knowledge.

p.3

Achievement Expected standard

Generally, children achieve well. They grow in confidence, develop new skills and show curiosity as they explore and try new experiences. For example, children smile with delight as they engage in a caterpillar activity and explore a range of sensory objects. However, some children are not consistently supported to complete tasks independently. This does not give them regular enough opportunities to practise skills themselves. Sometimes, this limits opportunities for children to further develop independence and self-care skills. Children are well prepared for the next stage of their learning. They develop the confidence and social skills they need for transitions, including moving on to nursery or school.

p.3

Achievement Expected standard

Children, including those who may face barriers to their learning, receive the support they need to work towards their developmental goals. Their achievements in their communication skills are evident. For example, children confidently point, gesture and repeat words, such as 'mummy' and 'digger', as they look at books. They build a wide vocabulary and use this to share their ideas.

p.4

Children's welfare and wellbeing Expected standard

Children take part in a range of social activities and show enjoyment as they play. For example, they smile with delight as they roll cars across the floor with the childminder. Children have daily opportunities to access outdoor learning, either in the childminder's garden or during outings. The childminder regularly takes children on visits to local woodlands, playgroups and nature areas. This supports children to be physically active, enjoy fresh air and develop healthy routines.

p.4

Children's welfare and wellbeing Expected standard

The childminder is proactive in teaching children and supporting parents about healthy lifestyles. For example, she shares healthy cooking recipes with parents to encourage the preparation of nutritious meals at home. In addition, the childminder has recently introduced a 'traffic light' food system to help parents identify which foods are most suitable for children. This shared approach supports children and families to make healthy choices.

p.4

Children's welfare and wellbeing Expected standard

Overall, children begin to develop long-lasting healthy habits. For example, the childminder consistently reminds children to wash their hands before mealtimes. However, at times, she completes tasks for children rather than giving them opportunities to practise skills themselves. This does not fully support children to develop secure foundations for self-care and independence.

p.4

Children's welfare and wellbeing Expected standard

The childminder forms secure and responsive relationships with children. She observes children's play and gently supports them when it is required. For example, when children struggle to stack blocks and become frustrated, the childminder gently encourages them and says, 'I can see that you are upset'. This supports children to recognise, express and manage their emotions.

p.4

Curriculum and teaching Expected standard

The childminder is dedicated to teaching children about their physical and emotional skills. For example, she stays close to young children for gentle reassurance and encourages older children to hit balls with bats to get them moving their large muscles. The childminder uses regular reflection time, alongside professional development, to help her plan a well- thought-out curriculum. For example, she has recently attended webinars to evaluate her curriculum and introduce a new system for sharing children's next steps with parents and carers. This approach supports parents to contribute effectively to their children's learning at home.

p.4

Curriculum and teaching Expected standard

The childminder focuses on developing children's communication and language skills. For instance, she comments on children's play and introduces new words, such as 'butterfly' and 'flowers'. This helps children to extend their vocabulary. In addition, the childminder monitors children's progress in this area closely, enabling her to identify any gaps in their development. However, at times, she does not consistently allow children sufficient time to respond to questions. This reduces opportunities for children to practise and develop their vital communication skills.

p.4

Curriculum and teaching Expected standard

The childminder skilfully weaves mathematical learning into everyday routines. For example, she provides patterned pictures and encourages children to trace these with their fingers during play. The childminder also counts with children as they engage in activities, such as counting the number of ducks on a picture they have created. These experiences help children to develop early mathematical understanding in a meaningful and enjoyable way.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children are happy and clearly enjoy their time in the childminder's care. They confidently explore the well-organised and homely environment. The childminder provides a suitable range of experiences that support children's learning and development at a steady pace. As a result, children show positive attitudes to their learning. For example, they eagerly point to a picture of a duck and sign 'quack' to indicate their chosen activity. The childminder has warm and secure relationships with children. This is evident when children excitedly approach her to show her the cars they have found. These positive bonds support children's emotional wellbeing effectively.

p.6

What it's like to be a child at this setting

The childminder supports children well to develop the skills they need for future learning. For example, she plans activities such as pouring and tipping rice to help children develop the fine motor skills required for holding cutlery during mealtimes. These carefully planned experiences ensure that children engage in enjoyable activities that help them to focus on their learning.

p.6

What it's like to be a child at this setting

The childminder regularly takes children on outings in the local area and to places of interest, including visits to the park and opportunities to meet with other childminders. She uses these experiences to help children to explore their community, develop social skills and gain an understanding of the world around them.

p.6

What it's like to be a child at this setting

The childminder communicates with children in a calm and respectful manner. She consistently models kindness and consideration. For instance, the childminder frequently reminds children to be gentle during their play and activities. She recognises that this supports older children to understand what 'gentle' means when interacting with younger children. This helps children to develop respect for others.

p.6

What it's like to be a child at this setting

Children make progress from their individual starting points. The childminder gathers detailed information and carries out ongoing assessments to identify each child's needs. She uses this information effectively to plan targeted activities and strategies that support children's emerging skills. As a result, all children are supported well to build on what they already know and can do, enabling them to make meaningful progress over time.

p.6

Next steps

The childminder should consistently allow children the time they need to think and respond to her questions, helping them to build their thinking skills. The childminder should continue to improve teaching strategies to support children's independence to enable them to build confidence and learn the skills they need for their future learning.

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

About this inspection

The inspector spoke with the childminder and parents during the inspection.

p.7

About this inspection

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.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

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.8

Urgent improvement

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.8

Urgent improvement

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

p.9

Urgent improvement

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

p.9