Childminder EY236426

Inspection date

Previous inspection date 19 July 2016 20 March 2014

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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

 Children are very independent and demonstrate good levels of confidence. They relate well to the childminder and each other and play cooperatively. The childminder is a positive role model and children behave well.  The childminder demonstrates a good commitment to her professional development. She uses what she learns at training events to improve outcomes for children.  Children enjoy a good range of learning opportunities outside. For example, they identify numbers, use their imaginations, explore water to make wet footprints on the paving slabs, and they create gardens in the sand.  The childminder is a good teacher. She encourages children to solve problems independently as they play, and furthers their language well. For example, she correctly repeats the words they use and introduces new vocabulary. All children, including those who have English as an additional language, make good progress.

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It is not yet outstanding because:

 The childminder's planning is not always as focused as possible to enable her to tailor activities more precisely to each child's next steps in their learning.  The childminder is not proactive in seeking information from all other settings children attend, to enable her to build on what children learn elsewhere.

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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

 develop planning further to ensure activities are tailored more precisely to each child  improve the partnership with other early years settings children attend to provide a more consistent approach to their learning.

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Inspection activities

 The inspector sampled documentation, including children's development records, policies and the attendance register.  The inspector talked to the childminder and children at appropriate times throughout the inspection.  The inspector observed children's play and the childminder's interaction with them indoors and in the garden.  The inspector completed a joint observation with the childminder.

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Effectiveness of the leadership and management is good

The childminder has made continuous improvements to her setting since the last inspection. For example, improved self-evaluation has enabled her to identify where improvement was needed. She has developed the garden area, to provide a broad range of learning opportunities for children who learn best outside. Safeguarding is effective. The childminder is clear and confident about the procedures to follow if she has concerns about the welfare of a child. She regularly updates her safeguarding training to keep up to date with any changes in government legislation. The childminder understands the importance of professional development. For example, she has attended training on children's attachments and individual learning styles. This has helped her to understand different behaviours more effectively, and adapt activities to further children's learning. The childminder works well with parents. She keeps them well informed about their

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Effectiveness of the leadership and management is good

children's progress and shares resources to help children continue their learning at home.

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Quality of teaching, learning and assessment is good

The childminder encourages children to experiment and explore. For example, they discover what happens to the sand when they add water, and learn how to make the water wheel turn faster. The childminder teaches children to count and recognise numbers. For example, she sits with children outside, helping them to identify the large foam numerals. She extends this indoors, encouraging them to count the portholes in a boat, as children use transport stickers to create a picture. The childminder observes children's learning and regularly assesses their progress. She provides some focused activities that encourage reluctant learners to engage well. For example, she encourages them to make marks using the wheels of toys cars in paint to motivate boys to enjoy early writing activities.

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Personal development, behaviour and welfare are good

The childminder is warm and welcoming. She encourages children to be independent from an early age, such as tidying up and finding their lunchboxes. She teaches children to respect others and to behave well, and older children are keen to help their younger friends. Children learn about safety in the home and on the regular outings they enjoy. For example, the childminder talks to them about keeping safe and provides reminders and practical activities, such as crossing roads, and climbing and balancing at the park.

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Outcomes for children are good

Children learn useful skills to prepare them for school. They take turns and share well. For example, they help each other as they fill up a shopping trolley during their imaginative play. They are beginning to recognise numbers and attempt to write their name.

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Setting details

Unique reference number EY236426 Local authority Hampshire Inspection number 1048809 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 11

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Name of registered person

Date of previous inspection 20 March 2014

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Telephone number

The childminder registered in 2002. She lives in Ringwood in Hampshire and provides care each weekday throughout the year. The childminder holds a childcare qualification at level 3. She is in receipt of early years funding for children aged 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

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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