Juliet Hulbert

Inspection date

Previous inspection date 26 January 2017 22 April 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 fully addressed previous actions and recommendations to improve the quality of her practice. She understands her role and responsibilities as a childminder.  The childminder provides a warm and inviting environment for children. Children are happy and confident in her care. She supports their emotional development well. For instance, she uses simple rules and boundaries to help keep children safe and to teach them about appropriate behaviour. Children behave well.  Children have access to a wide range of resources to support their learning and development. The childminder makes good use of her observations and assessments to plan exciting activities for children. They make good progress from their starting points.  Support for children who have special educational needs is good. The childminder works closely with parents and other professionals involved with children. The childminder shares regular information about children's learning and development to

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This provision is good

help support consistency and continuity.

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It is not yet outstanding because:

 Occasionally, the childminder does not encourage children to manage things for themselves to help develop their independence.  At times, the childminder does not make best use of opportunities to extend children's understanding of mathematics.

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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

 encourage children to develop their independence more  build on children's growing understanding of mathematics.

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Inspection activities

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

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Effectiveness of the leadership and management is good

The childminder makes effective use of reflection and evaluation to help monitor her practice. She reviews children's progress closely to ensure that she provides prompt support for any learning gaps. She seeks additional support and advice to help her maintain and improve her setting. For example, the childminder attended a training session about learning environments and has made positive changes for children. She seeks the views of parents using her setting and makes plans for continuous improvements to her practice. Safeguarding is effective. The childminder has a good understanding of child protection and the procedures to follow if she has any concerns about children's welfare.

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Quality of teaching, learning and assessment is good

Children have ample choice in what they do. For example, the childminder regularly changes the toys around to match and meet children's current interests. Children are motivated and engaged in the activities that the childminder plans. For example, she made a colour matching activity enjoyable for children by using 'rabbits' and pom-poms. The childminder extends children's learning effectively. For example, the activity developed into a hunt around the environment for other items with matching colours. The childminder supports children's language development well. For example, she talks to children about what they are playing with and teaches them new words.

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Personal development, behaviour and welfare are good

The childminder encourages children to learn about healthy lifestyles. For example, she teaches children about the need to wash their hands before they eat. Children enjoy a variety of nutritious snacks, and the childminder works with parents to help them provide suitable meals. Children enjoy many opportunities to build on their physical development. For example, they visit local places with plenty of space for energetic play. The childminder is a good role model for children. For example, she teaches them good manners and enthusiastically joins in with their running races.

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Outcomes for children are good

Children learn a good range of skills to help prepare them to move on to pre-school or school. They have positive social skills. For example, they listen as their friends talk and take turns, such as when they build with blocks. Children learn to recognise letters and their written name, for instance, as they attach pegs with letters written on them to their pictures. Children learn to respect each other and value differences. For example, they attend large social groups and experience a variety of outings to help them learn about the world and the wider community. Children make good progress in their learning and development.

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Setting details

Unique reference number 111808 Local authority Hampshire Inspection number 1057419 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 22 April 2016

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Telephone number

The childminder registered in 1989. She lives in Fareham, Hampshire. The childminder provides care Monday to Friday, from 7.30am to 6pm, throughout the year. She receives funding to provide free early education for children aged three and four years. The childminder holds an early years qualification at level 3.

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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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