Childminder in Hampshire

Inspection date

Previous inspection date 6 September 2016 19 September 2012

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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 happy and content. The childminder supports their emotional well-being effectively and babies benefit from the calm, nurturing environment.  The childminder has a good understanding of children's individual abilities. She uses this knowledge well to plan for what they need to learn next. Children make good progress in their learning.  All children are valued and helped to feel included. For example, the childminder teaches children to value each other's views and individual contributions during group art and craft activities.  Strong partnership with parents, alongside an effective two-way exchange of information, contributes towards providing consistency for children's care and development.  The childminder teaches well and interacts positively with children. She supports their developing vocabulary well, for instance, by continually speaking words clearly.  The childminder continually reviews her provision to help her identify ways in which she

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This provision is good

can improve outcomes for children. For example, she created new play experiences in the outdoor play area to stimulate children's imaginative play further.

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It is not yet outstanding because:

 The childminder does not always encourage children to develop their early literacy skills effectively.  Children's mathematical learning and understanding are not always extended as well as they could be.

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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

 strengthen opportunities to support children's early literacy skills  extend children's mathematical understanding more effectively to aid their learning.

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Inspection activities

 The inspector observed activities and interaction between the childminder and the children, and looked at the play equipment and resources available.  The inspector spoke with the childminder at appropriate times throughout the inspection, including jointly considering the impact of teaching seen.  The inspector viewed the areas of the premises used for childminding.  The inspector looked at documentation, including a sample of children's records and assessments.  The inspector discussed how the childminder evaluates her provision and read comments from parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of safeguarding issues and her responsibility to support children's safety. For example, she checks the play spaces thoroughly before caring for babies to make sure that there are no hazards. Children benefit from good-quality care and interaction. The childminder shares children's successes with the parents on a regular basis and gets them actively involved in their children's learning. The childminder recognises the importance of continually evaluating her provision to help her improve the service she provides. For example, she researches new ideas for activities so she can offer children enjoyable and interesting learning experiences.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and develop. She links the activities to children's individual interests and abilities. For example, she supports and encourages young children to gain confidence in pulling themselves up to stand at the play table. The children have fun moving, grasping and touching the various knobs and buttons, for example, to support their physical development. Young children excitedly use their hands and feet to explore the ice shapes. They happily babble and vocalise in their early conversations and the childminder interacts positively, repeating their sounds when appropriate.

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Personal development, behaviour and welfare are good

Children enjoy a welcoming and well-resourced environment. The childminder works closely with families to find out about each child's individual needs to help them settle quickly. Children form strong, positive attachments with the childminder. They confidently explore their surroundings, reassured that she is nearby. The childminder knows the importance of being a good example for children. She teaches them to be kind and to listen to each other during their play. The childminder links closely with parents about young children's feeding requirements to help her support children's good health. Children are well supervised at mealtimes. The childminder encourages them to gain independence in feeding themselves, for instance, to learn to hold their own cup.

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Outcomes for children are good

Children are happy and settled. Young children are motivated to learn as they explore the stimulating resources. For example, they independently reach into a sensory basket to investigate the various items. They recognise the different textures and like seeing themselves in the mirror. Children make good progress and gain essential early skills to prepare them for the future and their move on to school.

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Setting details

Unique reference number EY445155 Local authority Hampshire Inspection number 1059274 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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Name of registered person

Date of previous inspection 19 September 2012

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Telephone number

The childminder registered in 2012. She lives in the Locks Heath area of Southampton, in Hampshire. The childminder cares for children on weekdays for most of the year. The childminder holds qualified teacher status.

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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

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

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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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