Childminder in Hampshire

Inspection date

Previous inspection date 5 July 2016 23 February 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 carefully reviews her provision to drive continuous improvement. She has successfully addressed the action and recommendations made at the last inspection. She is now far more organised and provides a good-quality service.  The childminder knows what children like and uses this knowledge to encourage them to learn new skills. Children make good progress in their learning and development.  The childminder extends her knowledge and skills and recent learning has had a particularly positive impact on her understanding of how to encourage boys' learning.  The children enjoy a varied and interesting day that provides plenty of opportunities for them to develop their physical and social skills.  The childminder provides a safe, stimulating and positive environment for children, to promote their well-being. Space is used effectively to provide children with the freedom to explore and select the resources they would like to use.

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It is not yet outstanding because:

 The childminder does not fully encourage parents to share information about what their children do at home, to promote better consistency in children's learning.  The childminder does not build on her good systems for monitoring children's progress more robustly, to help children make even better progress.

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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

 seek information about children's activities and achievements at home, to further inform planning and assessments of their learning and progress  develop the systems used for assessment and tracking children's progress, to be even more precise in evaluating and planning for children's learning.

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Inspection activities

 The inspector toured the premises and viewed resources with the childminder.  The inspector observed the children and the childminder at play and discussed the activities with the childminder.  The inspector examined the records and documents provided by the childminder.  The inspector considered the comments from parents to take their views into account.  The inspector discussed the self-evaluation process with the childminder.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. Regular and thorough risk assessments of the home, activities and outings help to keep children safe. The childminder knows what action to take to report concerns about the welfare of a child. Close working partnerships with other professionals help to provide continuity of care for children. For example, the childminder engages well with staff at pre-schools and schools, to share information about children's progress. She works effectively with parents and other professionals to help children to adapt and settle into new environments.

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Quality of teaching, learning and assessment is good

The childminder skilfully encourages children's language skills. For example, as children play in the sand, she comments on their actions and extends their single words into simple sentences. The childminder follows children's interests and uses their natural curiosity to encourage their learning and development. For example, she talks to them about what else they may need as they play in the sand. This encourages children to think about how to use the various resources available to them. Children help to get containers for water, and baking trays and spoons to assist in their play. The childminder successfully encourages young children's physical development. For example, children fill containers, pour and stir as they play in the sand with increasing coordination. They use wheeled toys confidently on the gentle slope of the path.

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Personal development, behaviour and welfare are good

Children show that they enjoy their time with the childminder. They explore with confidence and quickly become engaged in their play. The childminder praises and encourages children for their participation and efforts, to promote their self-esteem. Children's behaviour is good. They learn to share and take turns, and think about the impact of their actions on others. The childminder is a calm and positive role model. She helps children to learn about healthy lifestyles in a range of ways, such as providing and talking about healthy snacks and drinks. Children learn to follow good hygiene routines, including washing their hands before snacks and after using the toilet. They begin to learn about how to keep safe. For example, they learn to use utensils with care and to think about the people around them as they take part in action songs.

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Outcomes for children are good

Children listen and concentrate as they listen to stories and join in with action songs. They recognise numbers, count as they play and learn about positon, size and quantity. Children develop good social skills, for example, as they meet other adults and children on outings. Children learn to recognise and put on their coats and shoes as they develop independence. They develop the key skills they need for their future learning and school.

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Setting details

Unique reference number EY397408 Local authority Hampshire Inspection number 1054529 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 5 Number of children on roll 6

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Name of registered person

Date of previous inspection 23 February 2015

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Telephone number

The childminder registered in 2009. She lives in Eastleigh, Hampshire. The childminder holds a relevant early years qualification at level 3. She works Monday to Friday, throughout 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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