Childminder in Hampshire

Inspection date

Previous inspection date 16 June 2016 29 January 2015

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Previous inspection: Requires Improvement

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The childminder does not monitor children's development closely enough to provide her with an accurate picture of children's progress and next steps. As a result, she does not always plan challenging activities that help children to move on to the next steps in their learning.  The childminder misses opportunities to help children develop their mathematical skills. She occasionally answers her own questions before giving children time to think and respond.  The childminder has not established effective communication with other settings children attend, to support continuity in children's care and learning effectively.

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It has the following strengths

 Children have secure, trusting relationships with the childminder. They settle well and are very happy in her company.  Children behave well. They learn to build friendships and be respectful, kind and helpful to one another.  The childminder minimises hazards to children's safety and helps them understand how to stay safe.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 improve arrangements for monitoring children's progress, to identify their next steps in all areas of learning and plan challenging activities that meet children's individual learning needs. 31/07/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 improve the quality of teaching by allowing children more time to think and respond to questions to support their critical thinking skills, and by providing more opportunities to introduce mathematical ideas and language into children's play  strengthen relationships with other settings that children attend, to fully support continuity of children's care and learning.

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Inspection activities

 The inspector observed the childminder's interactions with the children.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at children's records and a sample of other documentation, including policies and procedures.  The inspector took into account the written views of parents.

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Effectiveness of the leadership and management requires improvement

Safeguarding is effective. The childminder has a sound understanding of how to recognise and report concerns about children's welfare. She informally seeks parents' views about her practice. However, the childminder's self-evaluation is not fully effective in enabling her to spot weaknesses in her practice and know where she needs to develop her knowledge to improve her teaching skills. The childminder keeps parents informed about their children's well-being. Comments from parents show that they feel that their children are well cared for. However, relationships with other settings that children attend are not sufficiently well established to ensure continuity in care and learning.

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Quality of teaching, learning and assessment requires improvement

The childminder supports children's communication and social skills appropriately. For example, she reads children stories and younger children enjoy making animal noises as they play with toy dinosaurs. The childminder shows an interest in what children are doing, and asks them questions. However, she sometimes answers for them, rather than allowing children time to work things out for themselves. Children enjoy a range of activities, such as art and craft, and outings to local parks and the library. However, the childminder does not always help children to develop their early mathematical skills effectively. The system for observing and assessing children's progress is in its infancy and the childminder is not fully confident about how to recognise and plan for children's next steps in learning. As a result, parents are not kept well informed of their children's progress.

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Personal development, behaviour and welfare are good

Children are totally at ease in the childminder's home and smile happily as they play. They behave well towards each other and have strong social skills. The childminder meets children's care needs effectively, which supports their well-being and sense of security. The childminder supports children to develop suitable personal hygiene routines and helps them to become independent in ways that are appropriate for their age and level of development. The childminder helps children to understand about cultural differences and people with disabilities. She ensures that children have daily opportunities for fresh air and exercise.

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Outcomes for children require improvement

Children attend many group activities, helping them prepare for a move to pre-school or school. Children make typical progress for their age and enjoy their play. They play together cooperatively, invite the childminder into their play and display generally good listening and attention skills. However, the weaknesses in assessment and planning mean that the childminder does not focus well enough on ensuring children make the best possible progress from their starting points.

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Setting details

Unique reference number 111697 Local authority Hampshire Inspection number 1048587 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 5

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Name of registered person

Date of previous inspection 29 January 2015

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Telephone number

The childminder registered in 1994. She lives in Alton, Hampshire. She operates her service from Monday to Friday, for 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

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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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