Childminder in Hampshire

Inspection date

Previous inspection date 12 November 2015 26 March 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

 Teaching is good. The childminder uses her secure understanding of learning and her knowledge of individual children to plan a range of activities to motivate their learning.  The childminder quickly establishes good relationships with children and promotes children's emotional well-being effectively. They feel happy and confident in her care.  The childminder places a strong focus on promoting older children's mathematical skills through a range of activities that support their developing skills and prepare them well for their future learning.  The childminder supports babies' strong exploratory skills and they confidently engage in activities that promote their sensory experiences.  The childminder regularly evaluates her practice to guide improvement, which has a positive impact on outcomes for children.  The childminder works in partnership with parents to provide children with good continuation of care.

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It is not yet outstanding because:

 Children do not always have enough opportunities to increase their awareness of people and communities, to support their understanding of the wider world.  Children do not always have enough opportunity to gain a better awareness of healthy choices, to fully understand how their bodies work.

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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

 review daily routines plans to increase children's understanding about making healthy choices  strengthen opportunities for children to learn about the world by providing more opportunities for them to learn about the differences among people, cultures and communities.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector observed the quality of teaching and the impact that this had on children's learning.  The inspector toured the parts of the childminder's home that are used by the children.  The inspector checked evidence of the suitability of the childminder, a selection of children's records, safeguarding policies and discussed self-evaluation with the childminder.  The inspector carried out a joint observation with the childminder.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of the Early Years Foundation Stage and her roles and responsibilities in meeting these. Safeguarding is effective. The childminder has a good knowledge about how to keep children safe and what action she would take if she had concerns about children in her care. The childminder provides a safe environment for children. For example, she uses her regular risk assessments to ensure that any potential hazards are minimised. This promotes children's welfare effectively. The childminder is committed to providing a high quality provision. She attends regular training to update her skills and knowledge. Since her last inspection, the childminder has successfully addressed the recommendations raised, which has had a positive impact on outcomes for children. Partnerships with parents and other settings children attend are good and support children's care and learning needs consistently.

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Quality of teaching, learning and assessment is good

The childminder gains detailed information about children when they start. She uses her regular observations and assessments to monitor their achievements. The childminder uses this information to provide a range of well-thought-out activities that engage children. She joins in with children's play and uses these opportunities to extend children's learning. For instance, children learn to count and solve simple problems. This promotes good thinking skills. Children develop good communication and language skills through the childminder's interaction. For example, she talks to children during their play, listens, and responds to them carefully, introducing and modelling new words. Children develop good speaking and listening skills, which helps prepare them for pre-school or school.

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Personal development, behaviour and welfare are good

The childminder provides children with a welcoming environment. She uses her good knowledge of children to provide them with cuddles, praise and reassurance, to build children's self-esteem effectively. Children settle very happily, are keen to explore, and are confident in choosing toys and resources that interest and challenge them. The childminder uses good care routines, and is sensitive to children's needs. Children build good relationships with her and with each other. Children learn about routines that promote their positive behaviour. For instance, they are kind and use good manners as they learn to respect the toys and resources that they play with.

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Outcomes for children are good

Children make good progress from their starting points. They develop their self-care skills well. This helps prepare them for future learning and their eventual move on to school.

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Setting details

Unique reference number EY435195 Local authority Portsmouth Inspection number 824048 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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Name of provider

Date of previous inspection 26 March 2012

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Telephone number

The childminder registered in 2011. She works in Portsmouth, Hampshire and provides her service Monday to Friday from 8am to 6pm, 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 an appropriate early years qualification at level 3.

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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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