Childminder in Hampshire

Inspection date

Previous inspection date 13 April 2016 28 February 2011

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

 Children are happy and keen to attend. They form strong emotional bonds with the childminder. They feel safe and secure in her care.  The quality of teaching is good. The childminder plans activities which are enjoyable and build on the next steps in children's learning. Children make good progress and are well prepared for the next stage in their education.  Partnerships with parents and with 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.  Children receive lots of encouragement and praise. They develop good levels of confidence and behave well. They develop their independence and make choices in their play.  The childminder evaluates her practice regularly and gathers feedback from parents and children. She uses the information gained to continually improve the quality of

p.1

It is not yet outstanding because:

 The childminder occasionally misses opportunities to help extend children's mathematical understanding further, such as about space, shape and size.  Children are not always given enough opportunities to develop their interest and understanding of how things work.

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

 provide more opportunities for children to further develop their mathematical understanding, such as about space, shape and size  extend opportunities for children to explore and investigate how things work.

p.2

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.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of child protection and knows what to do if she has concerns about a child's welfare and development. She ensures her premises are safe and children are fully supervised. The childminder understands how children learn and regularly updates her skills. For example, she uses the knowledge she gains from other professionals, attending courses and reading childcare publications to improve her teaching and outcomes for children. The childminder tracks children's progress to monitor their development. She uses observations to make accurate assessments of children's progress and to identify and close any gaps in their learning quickly. Since the last inspection, the childminder has successfully introduced next steps in children's learning to support her planning.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a welcoming, stimulating environment. She provides children with a wide range of good-quality toys and resources that are based on their stage of development. She helps children develop their physical skills and their hand-to-eye coordination effectively. For example, children use a variety of materials to explore texture and create marks, such as with paint and brushes. The childminder sensitively joins in children's play and extends their learning through her positive interactions. She strongly focuses on developing children's communication and language skills. For example, the childminder uses questioning effectively and matches these to each child's level of understanding, and successfully extends their vocabulary.

p.3

Personal development, behaviour and welfare are good

The childminder forms warm and caring relationships with the children. They feel at home and move around with confidence. The childminder has clear expectations of children, which helps to promote their positive behaviour. Children are polite and have good manners. They play together cooperatively and learn to share their toys. Children learn to value the differences between people. For example, they meet others in the community through outings to toddler groups and events at the local library. Children have frequent opportunities to spend time outdoors and take part in regular exercise, which promotes their good health and well-being.

p.3

Outcomes for children are good

Children make good progress in their learning and gain the skills required for their eventual move to school. They enjoy their learning and take part in their play and activities with enthusiasm. Children develop their early literacy and language skills securely. For example, they enjoy singing songs and listening to stories. Children learn about numbers and counting well, such as when they count-out grapes for their snack.

p.3

Setting details

Unique reference number 112232 Local authority Hampshire Inspection number 846020 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 6 Number of children on roll 8

p.4

Name of provider

Date of previous inspection 28 February 2011

p.4

Telephone number

The childminder registered in 1994. She lives in Church Crookham, near Fleet in Hampshire. The childminder provides care from 7.30am to 6pm, Monday to Friday, for most of the year, except for family holidays. She holds a relevant early years qualification 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