Childminder 151000

Inspection date

Previous inspection date 11 November 2016 30 April 2013

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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 has strong and secure relationships with children and their families. Children seek out the childminder for comfort and assistance as they play. She supports their emotional development well.  Parents regularly share information about children's interests. The childminder follows this detail well in her planning and to extend children's learning and development.  The childminder knows the children well. She uses accurate observations to monitor their progress and identify any gaps that she needs to work on. Children make good progress in their learning and development from their starting points.  The childminder provides a calm and welcoming environment for children to play, explore and learn in. Children thrive in the childminder's care and behave well.  The childminder asks for the views of those who use her service to help her evaluate her practice. She makes plans for continuous improvement and development.

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It is not yet outstanding because:

 Not all children have the best possible opportunities to explore and investigate different materials and textures to help extend their understanding of the world around them.  Children do not benefit from many opportunities to learn about diversity in the wider community.

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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

 create even more opportunities for children, especially young children, to investigate a wide range of materials and textures to help enhance their understanding of the world around them  develop children's awareness and understanding about people's similarities and differences in society further.

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Inspection activities

 The inspector observed the childminder and children as they played, and spoke to them at appropriate times during the inspection.  The inspector viewed areas of the house and garden used for childminding.  The inspector sampled documentation, including suitability checks, children's records and a selection of written policies.  The inspector took note of parents' written views.  The inspector held discussions with the childminder in relation to observations of children's play, learning and progress.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder makes good use of her policies and procedures to help keep children safe. She is knowledgeable about child protection and keeps herself up to date. The childminder continually builds on her practice and extends her knowledge on how to support children's development. For example, she reads relevant publications and attends training. The childminder supports and encourages her assistant to keep his knowledge current. The childminder is a good role model for children. For example, she uses good manners as she talks to children. The childminder has built good working relationships with parents and others that care for children. This helps children to have consistency in their care and learning.

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Quality of teaching, learning and assessment is good

Parents are fully involved in their children's learning and development. The childminder asks about children's learning and development before they start attending and she shares ideas to support learning at home. She supports children's developing language well. She clearly repeats back words young children say and adds new words. She helps young children develop their understanding about everyday objects. For example, she makes a kite puzzle piece 'fly' and talks about children wearing 'socks' on their feet. The childminder supports children's mathematical development well. For example, she counts toys as children post them into boxes and describes the shapes of toys.

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Personal development, behaviour and welfare are good

The childminder helps children to learn about healthy active lifestyles. Children enjoy a variety of nutritious meals and snacks. They have opportunities for regular fresh air and exercise, for example, as they play in the garden and visit local parks. The childminder has high expectations for children. She uses opportunities to teach children about safety, for example, as they tidy away toys on the floor. The childminder encourages children to be independent and helps them learn about hygiene. For example, she helps very young children wipe their own hands.

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Outcomes for children are good

All children learn a range of useful skills that support them as they move on to the next stage in their learning. For example, they learn about sharing resources and taking turns as they play. They learn to enjoy the company of others when they have outings to local social groups. Children develop personal care skills. For example, they learn to fasten buttons and zips on their coats and put on their own shoes. Children learn some early reading and writing skills. They begin to write some letters and numbers and learn the sounds that letters make.

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Setting details

Unique reference number 151000 Local authority Hampshire Inspection number 1061528 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 6

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Name of registered person

Date of previous inspection 30 April 2013

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Telephone number

The childminder registered in 2000. She lives in Gosport, Hampshire. The childminder provides care Monday to Friday, from 7am to 6pm, throughout the year. She receives funding to provide free early education for children aged two, three and four years. The childminder occasionally works with an assistant.

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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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