Childminder in Hampshire

Inspection date

Previous inspection date 10 November 2015 24 February 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 takes effective steps to increase her knowledge and skills and to evaluate her provision. This has helped her to maintain her good standards and to address the recommendations made at the last inspection.  The childminder works closely with parents and others involved in children's care and learning, to help protect children and to meet their individual needs well.  The childminder is sensitive to children's needs. She helps them to settle quickly and feel secure, which promotes their emotional well-being effectively.  The childminder makes regular assessments of children's progress and, overall, plans well to help them make ongoing progress in their learning and development. Parents report they feel their children benefit from the outings the childminder takes them on.  The childminder understands how to support children's learning, including those learning English as an additional language. Children develop good communication and

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This provision is good

language skills and most become confident and capable talkers.

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It is not yet outstanding because:

 The childminder does not always plan how to extend some aspects of the older children's early mathematical skills, such as helping them to compare quantities.  Young children do not always have enough opportunities to use their senses to explore and experiment with a wide range of materials.

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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

 develop further the planning of activities to extend all aspects of children's early mathematical skills  increase opportunities for young children to explore and experiment with a wide range of materials, to extend their sensory experiences and find out about the world around them.

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Inspection activities

 The inspector observed the childminder's interaction with children during activities; she also looked at the range of resources and equipment, and the spaces available.  The inspector talked with the childminder and the children.  The inspector undertook a joint observation with the childminder.  The inspector sampled a range of documentation, including records relating to children, safeguarding procedures and feedback from parents.  The inspector had discussions with the childminder about her policies and procedures. This included how she keeps children safe, methods of assessing and planning for children's progress, and self-evaluation.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps up to date with current guidance and legislation so she knows how to respond should she have a concern regarding a child in her care. The childminder meets with other childminders and actively seeks support from outside agencies. This has helped her to develop her understanding of the cycle of observation, assessment and planning. In addition, she has increased the range of activities she provides, including some that help to promote children's writing skills from an early age. For example, children squeeze pegs and clip them to the rim of a pot, which helps develop the muscles in their hands and their coordination. The childminder shows a positive approach to self-evaluation; for example she invites parents to complete questionnaires, to help her identify areas for further development.

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Quality of teaching, learning and assessment is good

The childminder makes good use of carefully worded questions and conversations that prompt children to think and respond. For example, she encourages children to describe what colour pencils they are using and describes the movements they make, which helps to increase their vocabulary. The childminder supports children well as they count, for example, by pausing between numbers for children to say the next number. She engages older children well in discussions about words and sounds, promoting their early literacy skills. For example, she encourages them to listen carefully, to identify the beginning sounds of words and to recognise letters as they complete an alphabet puzzle.

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Personal development, behaviour and welfare are good

Children can make independent choices of what to play with and learn to lead their own play and learning. For example, they are keen to sit at a low table, where they enjoy drawing. Children listen and respond well as the childminder helps them to understand what accepted behaviour is and to respect others. Children are cooperative; they help to tidy up and show kindness as they offer toys to each other. The childminder helps children learn about the wider world, for example as they play with toys that depict different people in society. The childminder promotes children's health and safety well, such as by talking about road safety and teaching them about effective hygiene routines.

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Outcomes for children are good

All children develop a good range of skills that help them to be ready for the next stages in their learning. They are well prepared for when they move on to school.

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Setting details

Unique reference number 110624 Local authority Hampshire Inspection number 845993 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 24 February 2011

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Telephone number

The childminder registered in 1993. She lives in Alresford, Hampshire. The childminder holds a relevant childcare qualification at level 3 and provides care all week for most of the year.

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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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