Childminder in Hampshire

Inspection date

Previous inspection date 11 October 2016 26 February 2013

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 knows the children well. She plans a broad range of toys and activities that engages their interests and meets their future learning needs. All children, including those learning to speak English as an additional language, make good progress from their starting points.  Children are content in the childminder's care. They demonstrate they feel safe and secure, and have formed good relationships with their friends and the childminder.  The childminder has good working relationships with parents. For example, she involves them in children's starting points and ongoing assessments. Parents' positive feedback reflects how highly they value the childminder's service.  The childminder reflects on her provision regularly and incorporates the views of parents and children to help improve her service. She focuses well on implementing a programme of professional development, to help improve her practice.

p.1

It is not yet outstanding because:

 There are fewer opportunities for young children to learn that words and print have meaning.  Children have few opportunities to learn about disability, and the similarities and differences between themselves and others, to extend their understanding of the wider world.

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

 provide further opportunities to extend children's early reading skills  provide opportunities to develop children's understanding of diversity, similarities and differences among people.

p.2

Inspection activities

 The inspector held discussions with the childminder and children throughout the inspection.  The inspector observed the interaction between the childminder and children during activities, and held discussions about children's learning and behaviour.  The inspector viewed the areas of the premises used for childminding.  The inspector looked at a range of documentation, including policies and procedures, risk assessments and the children's learning and assessment records.  The inspector completed a joint observation with the childminder and held discussions with her in relation to observations of the children's play, learning and progress.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection and knows how to respond to any concerns in order to help keep children safe. She consistently supports children's health and well-being and implements effective risk assessment, policies and procedures into her everyday practice. The childminder actively updates her skills to improve her knowledge. For example, she has researched information to help support children's language and communication skills. This improves the learning experiences she provides. The childminder monitors children's progress. She addresses any gaps in their development swiftly. The childminder develops good relationships with other settings that children attend. For example, she works closely with them to help provide a consistent approach to children's learning.

p.3

Quality of teaching, learning and assessment is good

The childminder uses accurate, regular and precise assessments to plan for children's learning. Children make independent decisions, are keen to involve the childminder and engage in the wide range of available activities. They have good opportunities to begin to represent their own ideas, thoughts and feelings. For example, they spend time engaged in imaginary play with small-world people and re-enact real-life experiences. The childminder provides good support for children's language development. For example, she engages children in discussions as they play, models language and introduces them to new vocabulary.

p.3

Personal development, behaviour and welfare are good

The childminder provides children with a welcoming environment to learn and play. Children have fun and enjoy themselves with the childminder. The childminder teaches children to share and provides praise for their efforts and achievements. The childminder contributes to children's physical skills and supports their good health effectively. For instance, children enjoy walks in the community. They visit the park, run around in large spaces and climb on large equipment. The childminder helps to build upon children's understanding of safety well. For example, she teaches the fire emergency procedures to children to help them learn to evacuate the home in an emergency.

p.3

Outcomes for children are good

Children are motivated and keen to learn. They listen attentively and respond to questions. Children learn to become more independent. For instance, they help themselves to bowls and cups ready for their snack. Children follow instructions and learn about numbers, colours and shapes. They enjoy joining in with games and using construction toys. Children learn a good range of skills that helps to prepare them for their future learning.

p.3

Setting details

Unique reference number 111284 Local authority Hampshire Inspection number 1061207 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 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 26 February 2013

p.4

Telephone number

The childminder registered in 1998. She lives in Lychpit, Basingstoke, in Hampshire. The provision operates on Monday to Friday, all year round.

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