Childminder EY471363

Inspection date

Previous inspection date 10 August 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder has a good understanding of her role. She provides a welcoming and interesting environment for children to learn in. Children are happy in her care.  The childminder has an effective understanding of children's individual needs. She has an accurate knowledge of children's starting points and plans well for their next steps. The childminder reviews children's progress well. Children make good developmental progress and engage well in their activities.  Children are motivated to learn. They have warm bonds with the childminder. They behave well and show respect for each other, and their resources and toys.  The childminder evaluates her practice appropriately. She values the views of parents and children, and has a good understanding of what she needs to do to improve further. She has good support from her local adviser and childminder network group.

p.1

It is not yet outstanding because:

 The childminder does not always use an extensive range of resources to support children's early reading skills.  The childminder does not always plan ways to support children to recall and talk about their own experiences, for example, during role play activities, to extend their thoughts and ideas.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 extend the range of materials used to develop children's early literacy skills  help children to make connections to real-life experiences during activities, to build on their thoughts and ideas.

p.2

Inspection activities

 The inspector observed children during their play and in their interactions with the childminder.  The inspector sampled the childminder's documentation and children's records.  The inspector spoke to the childminder about how she plans for children's learning and how she reviews and shares their progress.  The inspector discussed with the childminder how she has updated her skills and knowledge since registration, and how she reflects on her practice.  The inspector read the childminder's self-evaluation form, provided at the inspection.

p.2

Effectiveness of the leadership and management is good

The childminder is proactive in updating her skills and knowledge. She values training, which supports the ways in which she helps children to learn. For example, recently the childminder attended training to learn how to support boys to learn physical and sensory skills through mark making. She adapted her learning environment and resources to improve learning in this area for children. Safeguarding is effective. The childminder is confident in child protection matters to keep children safe. Partnerships with parents are positive. The childminder engages with parents to share conversations and information effectively to help provide consistency for each child's care and learning.

p.3

Quality of teaching, learning and assessment is good

The childminder is thorough in how she plans for children's learning. For example, she takes into account information from previous child carers to ensure she has an accurate understanding of children's development on entry to her setting. She reviews her focused observations and assessments on a regular basis and takes into account things that children do at home. The childminder has a good understanding of children's interests and is confident in offering them the independence to lead their play ideas. The childminder is supportive of children's language. For example, she explains terms and demonstrates these, such as 'kneading' as children make dough.

p.3

Personal development, behaviour and welfare are good

The childminder develops children's understanding of equality and diversity well. She is confident in how she encourages children to use good manners and kind language. Children mix and socialise with others regularly. The childminder is clear in her expectations for good behaviour and children understand the routines of the day. Children are aware of appropriate routines for good hygiene. They follow the childminder's good explanations that help to support their good health. The childminder ensures children receive regular opportunities for fresh air and physical play. She makes good use of her garden all year round to offer children a variety of learning and exciting activities outdoors.

p.3

Outcomes for children are good

Children make good progress and enjoy their play. Children are confident and independent. For example, they make decisions during creative role play as they build from boxes, understanding that they need a steering wheel in their role as the 'driver'. They find ways to tape the boxes together, and offer ideas how to do this. Children show good knowledge of mathematics and counting as they play hide-and-seek and count securely as the childminder hides from their view. Children are learning about size, for example, as the childminder explains the difference between small, medium and big cups. Children learn a good range of skills and show readiness for the next stages of their learning.

p.3

Setting details

Unique reference number EY471363 Local authority Hampshire Inspection number 974124 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 5 Number of children on roll 1

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014. She lives in Odiham, Hampshire and works weekdays for most weeks of the year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5