Cooper, Tracey Diane

Cooper, Tracey Diane

Unique reference number (URN): 506100 Address: 166 Westwood Road, Tilehurst, Reading, Berkshire, RG31 6LN Type: Childminder Registered with Ofsted: 01/09/1994 Registers: EYR, CCR, VCR Registered person: Cooper, Tracey Diane

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Children make progress from their starting points in all areas of learning. They develop early communication skills as the childminder models language, introduces new vocabulary and encourages children to express themselves through conversation and play. Children's mathematical understanding develops well through daily routines and hands-on experiences, such as counting objects, comparing quantities, and exploring size and position during activities indoors and outdoors. They also develop confident physical skills as they use tools with control and engage in energetic play outside.

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Achievement Expected standard

Overall, children who need additional support are helped to progress because the childminder knows them well and adapts activities to meet their individual needs. This includes children who face barriers to learning, such as those with emerging developmental needs or those who speak English as an additional language. Children become increasingly confident and well prepared for the next stage of learning as they develop important skills, such as following routines, solving problems and becoming more independent.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and clearly understand the expectations of the setting. The childminder establishes a calm, positive atmosphere where children feel secure, respected and supported. Warm, trusting relationships help children develop confidence, and they respond to the childminder's consistent guidance and gentle reminders. As a result, children demonstrate kindness, empathy and cooperation. Children are happy and smile proudly as they show what they are doing, such as successfully completing a puzzle. They show consideration for their environment, help tidy away resources, and learn how to share and take turns with support that is appropriate for their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children confidently follow established routines that promote their independence, responsibility and self-care skills. As a result, they are prepared for their next stage of learning. The childminder models positive behaviour effectively by using praise and encouragement to reinforce kindness, safe behaviour and children's achievements, such as throwing balls rather than toy cars. This supports children's emotional wellbeing and growing self-esteem. The childminder adapts her approach sensitively when children need reassurance or help to regulate their emotions. Attendance is monitored appropriately, and the childminder is alert to any changes in circumstances. Children enjoy their time in the setting, engage positively with the childminder, and are developing the social and emotional foundations they need to flourish.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported effectively in this warm and nurturing environment. The childminder builds close, trusting relationships with children, which helps them feel emotionally secure, confident and ready to explore. She knows children's individual needs well and adapts routines sensitively, ensuring that daily care practices promote comfort, safety and consistency. Overall, children demonstrate a clear sense of belonging. They approach the childminder for reassurance, respond positively to her calm manner and quickly settle into familiar routines.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy habits throughout the day. Children learn to wash their hands using the correct technique and handle food safely. They manage small risks with close supervision, such as walking carefully down steps or using tools with increasing control. Outdoors, children develop their physical health through active play as they climb, run, roll balls and explore the garden with great enthusiasm.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing by modelling calm responses, helping them recognise feelings and offering reassurance when needed. She maintains close communication with families, shares information about children's needs and attentively monitors attendance. As a result, children are happy, confident and thriving.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of child development and plans a curriculum that reflects children's interests and stages of learning. She prioritises children's communication and language, modelling new vocabulary and building language naturally throughout play and routines. For instance, the childminder introduces precise words, such as 'penguin', when children identify a bird figure. Mathematical ideas are woven consistently into activities, helping children count, compare quantities and use positional and size language with increasing confidence. Children's physical, personal, social and emotional development is promoted effectively through hands-on, purposeful experiences indoors and outdoors.

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Curriculum and teaching Expected standard

The curriculum is adapted appropriately for children's emerging needs, and the childminder considers how to adjust activities so that all children can participate successfully. She uses ongoing assessments to check what children know and can do, using this information to determine their next steps and shape interactions that move learning forward.

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Curriculum and teaching Expected standard

The childminder helps children become motivated, curious and enthusiastic learners. For example, she uses open-ended questions and narrates actions during play, helping children develop effective communication skills. She models mathematical language, such as 'full', 'a lot', 'long' and 'short', and supports children in comparing quantities and distances. However, while the environment is nurturing and children are happy and settled, the childminder sometimes steps in too quickly or moves children on to new activities too soon. This does not always give children enough uninterrupted time to persevere deeply in their play or develop sustained concentration.

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Inclusion Expected standard

The childminder knows the children well and uses this knowledge to build warm, trusting relationships that help them feel safe, settled and ready to learn. She takes appropriate steps to understand each child's background, interests and developmental starting points. The childminder works closely with families and other professionals when required. She adapts her environment, routines and activities to meet individual needs, and she ensures that those who require additional support can fully participate in daily experiences. The childminder regularly monitors children's progress through observations and ongoing assessment, using her knowledge of child development to decide what children need to learn next. She shares information frequently with parents and, where relevant, liaises with other settings to ensure continuity for children who attend more than one provision. Although the childminder knows children well, she has not yet fully considered how to help them learn

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Inclusion Expected standard

or celebrate their similarities and differences, or what makes them unique. In addition, she has not fully considered a broad range of early indicators that children face barriers in relation to their learning or wellbeing, particularly for children who may not have special educational needs and/or disabilities. Consequently, although children feel included and supported, opportunities to develop their understanding of diversity and identity, along with strategies to promptly identify early needs, are not fully integrated into practice or the curriculum.

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Leadership and governance Expected standard

The childminder has a sound understanding of the strengths of her provision and demonstrates a clear commitment to providing a warm, safe and nurturing environment for children. She reflects on her practice thoughtfully and has taken purposeful steps to enhance her knowledge and skills since the last inspection. This includes carrying out research and undertaking a broad range of professional development, such as communication and language training, schema development, safeguarding updates and early years best practice courses. As a result, the childminder is better equipped to support children's learning and wellbeing through informed interactions and purposeful planning.

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Leadership and governance Expected standard

The childminder takes appropriate decisions in the best interests of children, including those with special education needs and/or disabilities. She works closely with parents and external professionals, where required, to ensure that children with additional needs receive consistent and coordinated support. She understands the importance of partnership working and shares information effectively with families and other settings to promote continuity.

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Leadership and governance Expected standard

The childminder carefully monitors attendance, keeps accurate records and understands the importance of responding promptly to any concerns. Her positive relationships with parents and her organised approach contribute to the smooth running of her setting, where she securely supports children's welfare, learning and development.

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Compulsory Childcare Register requirements

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

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Register

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

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Voluntary Childcare Register requirements

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

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Register

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

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

Children experience a warm, caring and engaging environment where they feel safe, welcomed and valued. They show confidence and ease, and they quickly become involved in the activities of their choice. They form close and trusting relationships with the childminder, who responds sensitively to their needs and supports them with warm, calm and positive interactions. These secure attachments help children feel emotionally safe and ready to explore.

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Inspector:

The curriculum is accessible and typically taught well. Children enjoy a wide range of activities that reflect their interests and developmental needs. They demonstrate curiosity and enthusiasm for learning, whether it is threading small objects with concentration, exploring various materials and farm animals in large trays, stacking animal figures, completing puzzles or engaging in outdoor play. They show delight in problem-solving, for instance, when comparing how far cars roll down guttering and when experimenting with magnets.

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Inspector:

The childminder knows children well and uses everyday routines to promote and build on learning. She weaves mathematical language into play, modelling new vocabulary and encouraging exploration and problem-solving. Children make progress from their starting points, particularly as they develop early communication, independence, mathematical understanding and physical skills through these meaningful play-based experiences.

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Inspector:

Children's behaviour is positive. They understand and follow the childminder's clear and consistent expectations. They help tidy away resources, show kindness, and confidently manage routines, such as handwashing, cutting fruit, and putting on their shoes. This demonstrates confidence, responsibility and readiness for the next stage of their learning and development. Praise is used effectively, supporting children's self-esteem and encouraging cooperative, confident attitudes.

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Next steps

The childminder should provide more opportunities for children to learn about similarities and differences and understand what makes them unique. The childminder should give children more time to persevere and remain focused during activities so they can develop stronger concentration and independent learning skills. The childminder should more precisely identify early indicators that children may face barriers to learning or need targeted and timely support to help them make the best possible progress.

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About this inspection

The inspector spoke with the childminder and children and reviewed parents' feedback during the inspection.

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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. Anneliese Fox-Jones

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Address:

166 Westwood Road Tilehurst Reading Berkshire RG31 6LN

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:00

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Facts and figures used on inspection

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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