Childminder EY471296

Inspection date

Previous inspection date 23 January 2017 19 June 2014

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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 responds with enthusiasm to the choices and decisions that children make during their play. She gives them time to show and tell her what they already know and can do to solve problems successfully. For example, children eagerly demonstrate how to make a Chinese dragon they have enjoyed making at pre-school.  Children make good progress and are provided with a welcoming and stimulating environment that helps to motivate them to learn. They know where all the resources are kept and independently help themselves. For example, they enjoy dressing up as firefighters and turtles and playing imaginatively.  The childminder provides an excellent role model for children to copy. She talks with children in a polite and respectful way at all times. Children are well behaved, happy and settled.  Partnerships with parents and pre-schools are good. The childminder has improved continuity in children's care and learning. She involves parents and pre-schools in initial

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This provision is good

and ongoing assessments of children's individual needs effectively.

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It is not yet outstanding because:

 The childminder has not fully considered how to consistently extend and challenge children's physical development.  Children are not consistently able to fully explore a wide range of technology and learn how things work.

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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

 consider different ways to challenge children's physical development further  extend and enhance children's understanding of technology and how things work.

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Inspection activities

 The inspector and the childminder observed children during an activity and completed a follow-up discussion about children's learning, progress and behaviour.  The inspector talked with the childminder and children and observed indoor activities.  The inspector looked at a sample of documentation, including children's developmental records.  The inspector took account of parents' comments within documentation.  The inspector discussed self-evaluation with the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection procedures. She is keen to improve her professional development. For example, the childminder has recently completed training that has enhanced her understanding of how to keep children safe. Teaching practice, evaluation and monitoring of children's progress are good. Since the last inspection, the childminder has improved the opportunities for children to recognise words and numbers outdoors. For example, she labels items such as bird feeders and the beans and sunflowers that children grow in her garden. The childminder has also improved the information she seeks from parents about children's developmental starting points.

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Quality of teaching, learning and assessment is good

The childminder plans activities that engage and interest children. For example, children mix ingredients roll dough and cut out shapes to make biscuits to take home for their family. They show great excitement as they cut open balloons and discover frozen, coloured balls of ice. The childminder makes effective use of questions to help children think about how they are going to release the dinosaurs frozen into the ice. Children develop their understanding of simple science. For example, they tell the childminder that if they leave the ice balls in the house they will melt. The childminder talks with children and extends their good understanding and vocabulary effectively. For example, children re-tell a familiar story, and anticipate and talk about what might happen in new stories.

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Personal development, behaviour and welfare are good

Children move smoothly between the childminder's care and a pre-school they attend. The childminder supports and develops children's good health and independence. She provides regular outdoor play, which includes a wide variety of different places during the school holidays. Children talk about what they can do at home, such as washing their hands and getting dressed by themselves. Children develop a good understanding of how to keep themselves safe. For example, they remind each other not to run in the house. Children follow the childminder's guidance and help to encourage younger children to share and take turns successfully.

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Outcomes for children are good

Overall, children gain the skills they need for starting school. They make good progress in relation to their starting points. Some children exceed expected levels of progress, for example, in their communication and language development. Children develop good levels of confidence, social skills and form positive relationships with others. They enjoy making designs. For example, they draw detailed pictures of their family and favourite cartoon characters.

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Setting details

Unique reference number EY471296 Local authority Hampshire Inspection number 1069912 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 1

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Name of registered person

Date of previous inspection 19 June 2014

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Telephone number

The childminder registered in 2013. She lives in Liss, Hampshire. The childminder has a level 3 childcare qualification. She provides care for children on Mondays, Wednesdays and Fridays for most of the year.

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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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