Waddon, Elizabeth

Inspection date

Previous inspection date 15 October 2015 3 March 2011

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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 has a warm and caring relationship with children. They form strong emotional bonds with her, which help them feel safe and secure. Children's confidence and self-motivation are high, which develops their emotional well-being.  The childminder monitors children's progress, and plans activities and experiences that are based on children's interests and individual needs. Children are keen to learn and play with the childminder, and make good progress in their learning and development.  The childminder attends regular training to develop her skills. This is reflected in the continuing development of her practice. The childminder uses self-evaluation to further identify areas for improvement.  The childminder keeps her home clean, warm and welcoming. She provides a good range of resources for all ages, which cover all areas of learning and development. Children can easily access their chosen resources, which helps develop their

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It is not yet outstanding because:

 The childminder has built good relationships with parents and collects information about care routines when children first start. She does not always find out about children's abilities and what they can do, to give her a good understanding of their starting points and help with her initial planning.

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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

 strengthen initial information gathered from parents about what a child can do, and use this to establish informative starting points and plan for children from the outset.

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Inspection activities

 The inspector observed the childminder and her interactions with the children, and spoke to them at appropriate times during the inspection.  The inspector viewed the areas in the house used for childminding and the garden.  The inspector spoke to the childminder about her practice and her leadership.  The inspector sampled a range of documentation, including staff suitability checks, children's records and parents' views that were provided in writing.

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Effectiveness of the leadership and management is good

The well-qualified childminder has a secure understanding of the requirements of the Early Years Foundation Stage. She has high aspirations for her childminding practice and is eager to enhance her knowledge for the benefit of children. The childminder seeks parents' and children's views to inform her self-evaluation and plan further improvement. Safeguarding is effective. The childminder attends regular safeguarding training to raise her awareness of how to respond appropriately to any concerns. The childminder supervises her assistant well and continually assesses her suitability to work with children. The childminder has links with other early years settings that children attend and this helps promote a consistent approach to their learning.

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Quality of teaching, learning and assessment is good

The quality of teaching is good. The childminder has a good understanding of how children learn and develop. She skilfully questions children to develop their understanding. For example, during story time children are asked to predict the story ending and spot numbers on the page. Children are encouraged to join in with the rhyming story, which develops their communication and language skills. The childminder plays alongside children and talks to them about what they are doing. This helps them to learn new words. The childminder challenges children to think and work things out. For instance, to consider the differences between horses and zebras. This supports their understanding of the wider world. The childminder helps children to develop their social skills. For example, they attend local groups to help them learn to interact with others and raise their awareness of the local community. This helps prepare them for starting school.

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Personal development, behaviour and welfare are good

Children are very happy with the childminder. She is caring and responsive to their needs. The childminder has high expectations of behaviour and she clearly explains boundaries. Children demonstrate they understand these simple boundaries as they act them out as they play with dolls. Children learn to share and to tolerate each other. For example, when children are trying to post toys, the childminder gently supports them to take turns. She offers warm praise to children and they behave well in her care. Children are learning about healthy diets and good health. For example, the childminder offers children a choice of healthy snacks and encourages them to serve themselves water to drink. She provides children with daily opportunities for fresh air and exercise in the garden or at parks, to help promote their physical development.

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Outcomes for children are good

Children are making good progress. They learn to be independent. The childminder encourages children to play cooperatively and to share, helping to prepare them for their move to school.

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Setting details

Unique reference number EY230775 Local authority Hampshire Inspection number 837082 Type of provision Childminder Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 3 March 2011

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Telephone number

The childminder registered in 2002 and she lives in Waterlooville, Hampshire. She offers care Monday to Friday from 8am to 6pm throughout the year. The childminder receives funding for the provision of free early years education for children age two, three and four years. The childminder is qualified to level 3 and employs one assistant.

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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

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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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