Childminder in Portsmouth

Inspection date

Previous inspection date 1 October 2015 10 January 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder is highly qualified and uses her thorough knowledge of children's individual needs to provide good quality learning opportunities.  The childminder promotes children's communication and language skills well through effective interaction, good use of questioning and continuous support.  The childminder acts as a good role model and encourages children to form strong relationships with each other to support children's good behaviour.  The childminder establishes positive relationships and good communication with parents, which contributes to children's well-being.  The childminder evaluates her practice and makes good use of training to develop her knowledge and skills. For example, since her last inspection, the childminder has gained Early Years Teacher Status. This has a positive impact on outcomes for children.

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It is not yet outstanding because:

 Resources for children to choose from are not always organised in a way that supports children's independence as fully as possible.  The childminder does not always make the most of opportunities to increase children's awareness of people and communities to support more fully their understanding of the world.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 organise resources so that children can choose more toys and resources for themselves, to help promote their independence still further  strengthen children's understanding of the world by providing more opportunities for them to learn about various cultures and the differences among people.

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Inspection activities

 The inspector observed teaching and the impact this had on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the childminder's home that are used by the children.  The inspector took account of the views of parents, provided in writing, on the day of the inspection.  The inspector checked evidence of the suitability of the childminder, a selection of children's records and safeguarding policies, and discussed her self-evaluation process.

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Effectiveness of the leadership and management is good

The childminder is highly qualified and has a good understanding of children's learning and development requirements. This has a positive impact on the activities and opportunities that she provides to ensure that children make good progress. Safeguarding is effective. The childminder ensures she has up-to-date knowledge about keeping children safe. This means that if she has concerns about a child she knows what action to take to ensure their welfare. The childminder regularly reflects on her practice. She checks the quality of her provision and children's progress to make changes that improve upon their learning and care. Her drive for continuous improvement means that she attends regular training to update her knowledge and skills. Therefore, children consistently benefit from good quality teaching and learning opportunities.

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Quality of teaching, learning and assessment is good

The childminder makes regular observations and assessments of children's learning to monitor their progress and plan for their next steps. Teaching is good because she follows children's individual interests and skilfully extends their learning opportunities during play. As a result, children are motivated in their play and remain engaged and focused throughout activities. For example, the childminder builds children's mathematical skills as they enjoy learning to count pretend fruits during their imaginative play. The childminder places a strong focus on children's language development. She talks to children to extend their thinking skills and introduces new words in their play. This means that children are confident in their speaking skills and rapidly learn new words.

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Personal development, behaviour and welfare are good

Children develop good relationships with the childminder and each other. The childminder uses her individual knowledge of children to support their emotional well-being well. As a result, children show that they are happy and secure in her care. Children develop good personal skills as they learn to play cooperatively, for example, they learn how to share and take turns with toys. Therefore, children learn to behave well and develop skills in readiness for their next stage in learning, such as school. The childminder provides children with nutritious meals and snacks which take account of their dietary needs. Children develop their physical skills and get exercise, for example, they walk to school and play in the garden. This helps to build upon children's good health and well-being.

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Outcomes for children are good

Children make good progress in their learning and development. They show that they feel valued in the warm, welcoming environment. Children develop good self-confidence and independence and are motivated to learn. This prepares them well for their future learning.

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Setting details

Unique reference number EY431506 Local authority Portsmouth Inspection number 823701 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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Name of provider

Date of previous inspection 10 January 2012

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Telephone number

The childminder registered in 2011. She works in Fratton, Hampshire, and provides her service Monday to Thursday from 8am to 5.45pm, for most of the year. The childminder receives funding for the provision of free early education for children aged two, three and four years. The childminder has Early Years Teacher Status.

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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.

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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.

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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 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 .

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Telephone number

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Telephone number

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

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