Childminder in Hampshire

Inspection date

Previous inspection date 9 March 2015 28 October 2008

p.1

3

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

p.1

This provision requires improvement. It is not yet good because:

 The childminder does not have a robust system for assessing children's progress in all seven areas of learning. This means that children's development is not being accurately monitored in order to identify gaps in their learning.  The quality of teaching is variable. The childminder does not promote children's communication and language skills well enough to fully encourage their communication and language development.  The childminder does not consistently share information with other early years providers and healthcare professionals involved in children's learning and development. This means that shared strategies are not in place to help children make consistently good progress.

p.1

It has the following strengths

 The childminder provides a suitable selection of toys, resources and play materials.  The childminder has assessed and minimised potential risks to children within her home. Consequently, children are able to play and learn safely.  Children are emotionally secure and happy. The childminder knows them well and positive attachments and relationships are shared between children and the childminder.

p.1

What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

p.2

What the setting needs to do to improve further

 improve the educational programmes for communication and language by providing challenging activities to encourage children to become confident talkers talk in order that they can express themselves, verbally and non-verbally, for example by modelling new words for younger children  share information with other early years providers and use this combined knowledge to plan to move children's learning forward so that they make the best possible progress  carry out accurate observations and assessments of children's learning and use this information to tailor activities and experiences to meet their individual needs and tackle gaps in their learning.

p.2

Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children during the inspection.  The inspector looked at children's records and planning documentation.  The inspector checked a range of other documentation, including policies and procedures and suitability checks for other adults living in the home.

p.2

who attend. This requires improvement

The quality of teaching is variable. Children generally enjoy their time with the childminder. She provides activities she knows children will enjoy, but she does not plan specifically to address any gaps in their learning. At times, craft activities are over directed, while other activities are too general. For example, the childminder helps children put glue on paper and instructs them to put rice on this. While they enjoy doing this, the activity is short lived and children gain very little from the process. As a result, children quickly move from one activity to another with little engagement and learning opportunities are missed, especially those that support children's communication and language. In addition, the childminder fails to sufficiently model simple words for young children. Overall, children's learning, progress and development are not fully supported because of the weaknesses in the childminder's interaction and planning procedures.

p.3

requires improvement

Children develop positive relationships with the childminder. They look to her for reassurance, and comfortably return for a cuddle at times throughout the day. This reinforces children's self-confidence and emotional well-being. The playroom is equipped with accessible resources, which means that children can freely choose what they want to play with. Children's physical development is suitably promoted as they play on large climbing equipment at the park, and have opportunities to run around in the garden. The childminder and her assistant hold valid first-aid certificates. Children are offered healthy snacks and drinks in the day, which supports their understanding of healthy lifestyles. The childminder has an adequate understanding of her role in safeguarding children.

p.3

provision requires improvement

The childminder ensures that her assistant is aware of the policies and procedures that underpin her practices. However, the childminder's knowledge is not robust enough to ensure that children make good progress in all areas. This was raised at the last inspection and has not been fully addressed. The childminder has not accessed training to support her teaching further. The childminder informs parents about their child's daily care through verbal feedback and daily diaries. However, she does not effectively share information about children's learning with parents and other settings children attend. This means she is not able to complement learning that happens in other settings, or work closely with parents to help them extend their children's learning at home.

p.3

Setting details

Unique reference number EY370291 Local authority Hampshire Inspection number 835569 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

p.4

Name of provider

Date of previous inspection 28 October 2008

p.4

Telephone number

The childminder was registered in 2008. She lives in Hook, Hampshire. She occasionally works with an assistant.

p.4

Telephone number

This inspection was carried out by Ofsted 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

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5