Childminder EY424915

Inspection date

Previous inspection date 10 May 2016 1 September 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 childminder has addressed the issues arising from her previous inspection well, and has continued to improve her service to maintain her good standards.  The childminder provides children with a welcoming environment in which they find plenty of activities that interest them and keep them purposefully engaged.  Children make good progress, including in their communication and language development. For example, older children enjoy frequent conversations with the childminder, while younger ones learn new words quickly, whatever their first language.  Children trust the childminder and have good relationships with her. These close attachments underpin their readiness and motivation to learn.  Children get on well together and are tolerant of each other's differences and needs. For example, children with a variety of backgrounds and cultures play happily alongside one another, and learn from each other.

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This provision is good

 The childminder engages parents well in their children's learning at home.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to promote older children's curiosity and thinking skills fully, to extend their learning as much as possible.  The childminder does not make the best use of the environment consistently so that children who prefer learning outdoors can readily choose to do so.

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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

 keep alert for chances to stretch the older children's curiosity and thinking skills even further  make full use of the environment to meet children's individual learning preferences as effectively as possible.

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Inspection activities

 The inspector observed the childminder's teaching and its impact on the children's learning.  The inspector and the childminder jointly observed the children's play.  The inspector spoke to some parents, either in person or by telephone, to obtain their views.  The inspector checked the childminder's understanding of safeguarding matters, and sampled a range of documents, including the record of children's attendance.  The inspector had discussions with the childminder about how she evaluates her service and plans improvements.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her role in protecting children from harm and keeping them safe. For example, she makes sure that any visitors follow her mobile phone and camera policy. The childminder identifies areas that she wishes to develop in her personal development plan, which has well-chosen aims to maintain good practice. She uses this plan to guide her professional development effectively. The childminder establishes good partnerships with parents. For example, she seeks their views to help evaluate her service. There is good two-way communication with parents about their children's changing interests, skills and development. The childminder uses this effectively to check that children's ongoing progress remains at least good.

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Quality of teaching, learning and assessment is good

The childminder makes good use of her qualification to assess children's progress. She establishes what children understand and can do when they first attend so that she can track their development effectively. She knows the children well as individuals and what they need to learn next, so their learning is progressive. The childminder helps the children to gain good physical skills. For example, they go on regular visits to the park to use challenging play equipment. She makes sure that all children have an opportunity to do this, even if they do not attend daily. The childminder pays good attention to developing children's dexterity. For example, children handle small objects and writing implements competently as they develop their early mathematical and literacy skills.

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Personal development, behaviour and welfare are good

Children respond well to the childminder's high expectations for their behaviour. They listen to her and follow her good example, such as to treat each other with kindness and help to tidy up. Children understand that the childminder provides for their physical needs. For example, they wait patiently for their turn while she serves their lunches. Children progress well in learning about healthy lifestyles. For example, younger children learn to feed themselves successfully and older ones know that sweets are not good for their teeth. Children learn to behave in safe ways. For example, they know not to run indoors and that they wear special clothes on outings 'so cars can see us'.

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Outcomes for children are good

Older children develop the key skills needed for starting school. They recognise numbers and can count a small number of objects accurately. They also name and write some letters, and recognise their names. All children gain good personal and social skills, such as putting on aprons independently, taking turns and playing amicably with their friends.

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Setting details

Unique reference number EY424915 Local authority Portsmouth Inspection number 1049942 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 1 September 2011

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Telephone number

The childminder registered in 2011. She lives in Portsmouth, Hampshire. The childminder has a relevant early years qualification at level 3. The childminder receives funding to provide free early education to children aged two, three and four years.

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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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