Childminder in Hampshire

Inspection date

Previous inspection date 12 May 2016 15 April 2010

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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 provides a homely and welcoming environment and children feel safe and secure in her care. Children grow in confidence and behave well. The childminder prepares children well for the next stage in their learning.  The childminder uses her good knowledge and skills to provide age-appropriate activities that motivate learning. Children enjoy their play and make good progress in all areas of their learning.  The childminder helps children learn about their community on outings to local parks, the library and toddler groups. Children build good friendships with others and develop effective social skills in readiness for school.  The childminder reviews her practice well and evaluates the activities she provides. She includes the views of parents when making plans for improvements.  The childminder works in partnerships with other settings children attend to help support continuity in their learning and care needs.

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It is not yet outstanding because:

 Although the childminder has positive relationships with parents, she has not fully developed effective systems to involve parents as much as possible in supporting their children's learning at home.  The childminder does not always monitor children's learning precisely to help her plan even more sharply focused activities to fully support their progression.

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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

 extend the information shared with parents to help them further support their children's learning at home  strengthen the good monitoring processes in place to track children's progress even more rigorously.

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Inspection activities

 The inspector and the childminder discussed the systems used to track the children's progress and reviewed relevant documents used to support the childminder's work.  The inspector observed the children engaged in activities and carried out an evaluation of teaching with the childminder following an activity.  The inspector looked at the rooms and resources used by the children.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector took account of the views of parents during the inspection from written comments that parents provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows what action to take should she have any concerns about children's welfare. She keeps her required training up to date, such as first aid, so she can act in an emergency. The childminder attends training courses that help to support the quality of her teaching practice. For example, recent training has enhanced her knowledge, enabling her to support the speech and language development of babies more successfully. The childminder evaluates her provision well overall and makes effective improvements where necessary. For example, the outdoor area has undergone changes to provide the children with a safe and more stimulating environment in which to play, learn and explore.

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Quality of teaching, learning and assessment is good

The childminder works well with parents to gather information when their children first start. This helps her to plan appropriately for their individual needs, abilities and interests. She provides good opportunities for children to learn at their own pace and follow their interests. For example, children move freely between inside and outside, and choose activities. The childminder builds children's mathematical understanding well and encourages them to use language, such as 'balance' and 'scales'. The children thoroughly enjoyed exploring the size and weight of objects, using scales, magnifying glasses and tape measures. The childminder places a strong emphasis on developing the children's communication and language skills. For example, she introduces new vocabulary and uses questioning effectively to extend children's thoughts and understanding.

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Personal development, behaviour and welfare are good

Children demonstrate the strong bonds that they have with the childminder. They are confident in her care and look to her for support, comfort and reassurance when needed. The childminder helps children understand what behaviour is acceptable and constantly praises them, which helps boost their confidence and self-esteem. The childminder maintains a safe environment for children and teaches them about staying safe. For example, she regularly checks her home for hazards and practises the evacuation procedure with them.

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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 and curious learners who ask questions and are willing to try new things. Children develop their early literacy skills well. They show a strong interest in listening to stories. Children learn to take turns, share toys and cooperate successfully. They learn to do things for themselves, such as taking care of their personal needs.

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Setting details

Unique reference number 150824 Local authority Hampshire Inspection number 825968 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 15 April 2010

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Telephone number

The childminder registered in 1991 and lives in Totton, Hampshire. She holds a level 3 childcare qualification. The childminder provides care each weekday from 7.30am to 5.30pm throughout 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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