Yvonne Tate

Inspection date

Previous inspection date 28 April 2016 29 June 2009

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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 children build secure attachments with adults and each other, which supports their emotional development well.  The childminder understands how to manage and minimise risks for children, without restricting opportunities for their development.  Children make good progress in their learning. The childminder knows children well and continually assesses, monitors and supports their learning and development.  Effective partnerships with parents, alongside the well-established two-way exchange of information, contribute towards consistency for children's care and development.  The childminder interacts positively with children, helping to promote their communication and language skills effectively.  The childminder helps young children to learn how to manage their behaviour. She teaches them to listen to others, to share and to take turns with their friends.  The childminder's ongoing review of her practice helps to improve outcomes for

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It is not yet outstanding because:

 The childminder does not make the most of all opportunities to follow children's interests and build on their imaginative play ideas.  The childminder does not always invite or inspire children to extend their early reading skills. For example, children have access to a few books, but these are generally limited and are placed either on the floor or on a shelf with other objects.

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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

 build further on children's interest in activities to extend their learning experiences as fully as possible  provide more opportunities for children to use books spontaneously.

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Inspection activities

 The inspector observed the play activities and interaction between the childminder and the children during their play.  The inspector viewed all the areas of the premises used for childminding.  The inspector looked at documentation, including a sample of children's records, planning and assessment.  The inspector looked at and discussed the systems used by the childminder to evaluate her provision. She also looked at comments from parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of safeguarding issues and the procedures to follow if she has any concerns. Children are supervised well, helping to make sure that they can move around freely and safely. The childminder has a positive attitude to improving her provision. She continually reflects on her practice and updates her knowledge and skills, for example, through regular training. For instance, she explained how undertaking a qualification at level 3 helped her to develop children's learning further and increase outdoor play experiences. The childminder provides parents with good information about her provision and about children's development. She helps to support them in carrying on children's learning at home. For example, she loans parents toys and resources to take home.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and plans activities that are enjoyable and interesting. For example, young children enjoy investigating and shaking plastic bottles, smiling happily as they hear the sounds created. The childminder skilfully models language, such as saying, 'shake, shake, shake' to help support the children's developing vocabularies. She encourages children to experiment lifting the bottles up and down to extend their experiences further. The children have fun joining in with familiar songs and rhymes, smiling and clapping happily. The childminder raises their awareness of nature and the world around them. For example, she takes children on regular outings and 'listening walks', where they are able to listen and hear what is happening around them, using magnifying glasses to investigate and explore.

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Personal development, behaviour and welfare are good

Children are happy and settled. The childminder works supportively with families to find out about each child's individual needs to help children settle quickly. She is caring and sensitive to the children's needs and fosters a good sense of security and emotional well- being in children. For example, she recognises when young children need an extra cuddle and reassurance. All children are valued and respected. Children happily play alongside their friends. The childminder's sensitive support helps them to understand the needs of others and to develop their social skills. For example, children make space for others to sit next to them in their pretend 'car' so that everyone can join in the play activity.

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Outcomes for children are good

Children show developing independence and move around confidently to explore their surroundings, reassured that the childminder is nearby. Children can access many of the toys and resources and happily make choices about their play, such as selecting some music instruments. They learn essential key skills to help prepare them for school.

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Setting details

Unique reference number 112963 Local authority Hampshire Inspection number 839827 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 29 June 2009

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Telephone number

The childminder registered in 1994. She lives in Gosport, Hampshire. The childminder has an early years qualification at level 3. Her operational hours are Monday to Friday from 6am to 6pm all year round.

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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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