Childminder EY229407

Inspection date

Previous inspection date 8 April 2016 26 April 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 quality of teaching is good. The childminder knows children's needs well and plans activities which encourage their interests and next steps in learning. Children make good progress and are well prepared for the next stage in their learning.  Children form strong bonds with the childminder and clearly enjoy being with her. The childminder is kind and considerate, and helps children to understand her rules and routines. Children respond well to this and their behaviour is very good.  Children's communication and language skills are well supported. They become confident communicators who enjoy engaging in conversations with others, and happily share their thoughts and needs.  The childminder extends children's learning about the community, wider world and their similarities and differences well. For example, she makes good use of planned outings and visits in the community and further afield.

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This provision is good

 Partnerships with parents and other settings children attend are effective. The childminder works closely with parents and other settings to promote a shared approach to supporting children's learning.

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It is not yet outstanding because:

 The childminder does not always gain in-depth information from parents about what children know and can do when they first start, to enhance the monitoring of their progress.  Sometimes, the childminder does not consistently teach older children about letter sounds to extend their literacy development further.

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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

 gain more information from parents about what their children know and can do when they first start, to monitor children's progress more accurately over time  strengthen children's developing literacy skills to help them learn more about letter sounds.

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Inspection activities

 The inspector observed the children during their play and in their interactions with the childminder.  The inspector sampled the childminder's documentation and children's records.  The inspector viewed all areas of the home used for childminding.  The inspector and childminder discussed teaching and its impact on children's learning.  The inspector spoke with the childminder about how she plans for children's learning and how she works with parents and others to promote consistency.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps up to date with safeguarding issues. She has a good knowledge of child protection and knows what to do if she has concerns about a child's welfare. She undertakes thorough risk assessments to effectively reduce hazards to children. The childminder uses observations and assessments well to plan for children's future learning. She reflects on her practice and seeks the views of parents to identify areas for development. The childminder keeps her knowledge and skills updated. For example, she undertakes research and training to help develop her good teaching practice.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and develop. She skilfully introduces new experiences and helps them to apply their skills. For example, after teaching them about healthy food choices, the childminder helped children to create and make their own fruit salad. She offers a welcoming environment with a broad range of toys and play opportunities. For instance, when children use the hopscotch mat, the childminder asks questions which help them to recognise numbers, and learn to count and calculate. The childminder engages children in early reading skills effectively. For example, she provides interesting books and links these to topics they are following, such as Easter.

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Personal development, behaviour and welfare are good

Children settle quickly in the childminder's care and are happy and content. The childminder takes time to discover children's individual care routines and responds effectively to these. She praises children's achievements to help them develop confidence in their abilities. The childminder supervises children vigilantly and supports their good understanding of staying safe. For example, she gently reminds children how to move around with care. The childminder provides frequent opportunities for children to play and learn outdoors, for example, during activities in the well-equipped garden, walks in the countryside and visits to local parks.

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Outcomes for children are good

Children make good progress in their learning and gain the skills required for their eventual move to school. They are motivated to learn, and explore and investigate with enthusiasm. Children try out new things and learn about how things work. For example, children created different types of paper aeroplanes to see how well they flew. Children learn about the natural world, such as growing and caring for seeds they plant. They develop effective independence and learn to do things for themselves, such as using scissors to cut out shapes.

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Setting details

Unique reference number EY229407 Local authority Hampshire Inspection number 846970 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 26 April 2011

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Telephone number

The childminder registered in 2003. She lives in the hamlet of Chilton Candover, near Alresford, Hampshire. The childminder provides care from 7.15am to 6pm, Monday to Friday, for most of the year, except for family holidays. She holds 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

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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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