Childminder EY419516

Inspection date

Previous inspection date 9 November 2016 13 November 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

 The childminder understands her strengths. For example, she has an accurate self- evaluation plan to help her identity aspects of her provision to raise outcomes for children.  Children make good progress. The childminder understands how children learn, which helps her to support their learning effectively. For example, she builds on their interests to provide activities and experiences that are relevant and engage them.  The children are very happy, play well together and have positive relationships with the childminder. This helps to develop their confidence, self-esteem and independence.  Parents are involved in their children's learning and development. For example, there are regular opportunities for them to share information with the childminder.  The childminder works well with a group of childminders, the local schools and teachers. This helps her to share information to help provide continuity in children's

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This provision is good

care and learning and to prepare them for the next stage in their learning.

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It is not yet outstanding because:

 Sometimes, the childminder does not make the most of opportunities to extend her existing skills and knowledge and raise outcomes for all children even further.  The childminder does not build effectively on opportunities to help children develop their early writing skills.

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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

 make the most of all opportunities to build further on existing knowledge and practice to help raise outcomes for all children  build further on opportunities to develop children's early writing skills.

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Inspection activities

 The inspector held discussions with the childminder in relation to observing a group learning activity and assessing the children's progress.  The inspector observed the children outside.  The inspector looked at a range of documentation including children's records, the childminder's certificates and her self-evaluation form.  The inspector took account of parents' written views.  The inspector observed children at play and talked with the children about their activities.

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Effectiveness of the leadership and management is good

Safeguarding is effective. For example, the childminder provides a safe environment where children are happy and enjoy their play. She understands where to seek help if she has concerns about children's welfare or safety. The childminder plans interesting and exciting activities for the children to enjoy. For example, children use red paint and apples to print pictures that represent a field of poppies to celebrate Armistice Day. There is a wide range of toys to support children's imaginative skills. For example, they enjoy playing with the pirate boat and island, describing imaginary friendly monsters. This also helps to develop their communication and language skills. The childminder supports the children to take care of each other. For instance, older children share chunky toys with younger children. This helps the youngest children to join in the games.

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Quality of teaching, learning and assessment is good

The childminder makes the most of every activity. For example, a walk outside is used effectively to encourage children to notice the changes in the colours of the leaves on the trees. The childminder uses her accurate assessments to help her identify children's next steps in their learning and provide activities to support them further. For example, children play happily with a workbench. They use the tools and pretend to be builders. Children share the safety hats and goggles, and talk about what they are doing. The childminder encourages children to keep trying to solve problems. For instance, she observes them trying to stack play stools and provides sensitive guidance to help them. Children show pride in their achievement; they laugh and smile at their success.

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Personal development, behaviour and welfare are good

The childminder knows the children well. For example, she recognises the signs when children need quiet time and gives reassuring cuddles. The childminder manages a happy, smooth transfer from parents to her home at the start of the day, which helps children to be confident and settle quickly. They eagerly greet the childminder and each other. Children behave well, understand the routines and are polite. Older children recognise and celebrate the achievements of their younger friends. For example, when the younger children walk independently around a play tray, the childminder and other children celebrate and clap their success.

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Outcomes for children are good

All children make good progress in line with children of a similar age. They enjoy being outside, making the most of rainy days, such as jumping and splashing about in puddles. Children show their good understanding of the environment, for example, they talk about where the water has gone after jumping in the puddles. They develop good social skills, freely talking to the childminder and each other.

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Setting details

Unique reference number EY419516 Local authority Hampshire Inspection number 1058968 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 3 Number of children on roll 3

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Name of registered person

Date of previous inspection 13 November 2012

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Telephone number

The childminder registered in 2010. She lives in Farnborough, Hampshire. The childminder provides care all year, Monday to Thursday from 6.30am to 6.30pm.

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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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