Childminder in Hampshire

Inspection date

Previous inspection date 14 October 2015 27 January 2009

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder and her assistant are experienced and well qualified; they update their skills and knowledge regularly, such as through various training and other research methods. This positively impacts on the quality of teaching children receive.  Children gain a wonderful sense of safety and learn to manage risks, such as through real-life and hands-on experiences.  The childminder places high priority on the emotional well-being of children. Children effectively establish close and secure bonds with the childminder, and this helps to prepare them well for changes to their usual routine.  The childminder and her assistant are good role models. They listen to children and respect the ideas they share. This contributes towards children gaining confidence in voicing their ideas, and feeling valued and respected.  The childminder is committed to continuous improvement. Good systems are in place to

p.1

This provision is good

monitor the quality of the provision for children and their families. Both the childminder and her assistant are keen to make ongoing improvements to improve outcomes for all children.

p.1

It is not yet outstanding because:

 The childminder does not always make the best use of the daily routine to extend opportunities for the most able children to engage in more challenging learning activities, in order to help them reach their full learning potential.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 increase opportunities for the most able children to experience further challenging experiences throughout the daily routine, in order to sharpen their skills for their future learning.

p.2

Inspection activities

 The inspector held discussions with the childminder and children at appropriate times throughout the inspection.  The inspector took account of the views of the parents, including those spoken to during the inspection.  The inspector looked at children's assessment records, planning and a range of other documentation, including the childminder's policies and procedures.  The inspector checked evidence of the suitability of the childminder and household members, and discussed self-evaluation processes.  The inspector observed children engaged in a variety of activities, inside and during outdoor play.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder shows a firm knowledge and understanding of keeping children safe. She updates her safeguarding training regularly. She is aware of the signs that may raise cause for concern and the correct reporting procedures. The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She uses her childcare knowledge extremely well to support her assistant to understand her role and to provide exciting learning experiences for children. Children's safety and security are at the forefront of the childminder's practice. She uses risk assessments to ensure that the environment is extremely safe and secure. These assessments support the childminder to identify and quickly address potential risks.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a well-balanced range of activities that hold the interest of children of all ages and abilities. This helps children to make progress from their starting points on entry. The childminder is successful at involving parents in their children's learning. Children concentrate well, such as during construction play. For example, they use excellent hand-to-eye coordination and show a good understanding of shape, space and measurement. The childminder supports children's learning well, for example, by using a range of mathematical language while joining in sensitively with their play.

p.3

Personal development, behaviour and welfare are good

The childminder and her assistant are sensitive and responsive to children's needs. Children are happy and form secure attachments with them. They skilfully encourage positive behaviour and sensitively intervene when children need support to understand the impact their actions on others. The processes for supporting children to move on to new settings are effective and focus sharply on meeting their individual needs. The childminder's record keeping is good. For example, she has a good understanding of the importance of monitoring children's attendance. Both the childminder and her assistant are skilled at ensuring their practice is inclusive. Children are well supported to understand the diverse world in which they live.

p.3

Outcomes for children are good

All children make good progress in their learning. They are learning to be independent from a young age; for example, they put on their own coats and do up their zips and buttons. These good independence skills, along with ongoing support for their social and emotional development, mean children are gaining the necessary skills for their move to school.

p.3

Setting details

Unique reference number EY297282 Local authority Hampshire Inspection number 833946 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 10 Number of children on roll 2

p.4

Name of provider

Date of previous inspection 27 January 2009

p.4

Telephone number

The childminder registered in 2004. She lives in the Hythe area, close to the New Forest and near to Southampton. The childminder and her assistant both hold appropriate childcare qualifications at level 3.

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 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.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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