Childminder in Hampshire

Inspection date

Previous inspection date 25 January 2017 7 June 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 makes effective use of self-evaluation to help monitor her practice and environment. For example, she considers the interests and needs of the children who attend and provides activities and resources, such as books, to support them.  Children make good progress. The childminder observes children to help her assess their progress and effectively plan for the next stage in their learning.  Children have strong, affectionate relationships with the childminder. They seek cuddles and lie comfortably in her arms they are tired. Children are happy, content and emotionally secure.  Children have good opportunities to learn about the world around them and socialise. For example, the childminder takes them to local parks and for walks along the waterfront. Children meet and interact with other children and adults at toddler groups.  The childminder has good links with other settings that children attend and local

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This provision is good

schools. This helps to provide continuity in children's care and learning, and prepare children for their move to nursery or school.

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It is not yet outstanding because:

 The childminder does not fully build on her good partnerships with parents to gather detailed information about what their children know and can do when they start.  The childminder does not make the most of all opportunities to help children extend their mathematical knowledge and understanding.

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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

 develop further existing partnerships with parents to extend the range of information obtained about what children know and can do when they start  provide more opportunities for the children to explore and develop further their mathematical knowledge and understanding.

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Inspection activities

 The inspector looked at a wide range of documentation, including children's records and certificates, and discussed the childminder's approach to self-evaluation.  The inspector took account of parents' written views.  The inspector observed and assessed the quality of teaching and learning.  The inspector held discussions with the childminder in relation to observations of children's play, learning and progress.  The inspector toured at the setting.

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Effectiveness of the leadership and management is good

The childminder has made good progress to address and meet the actions set at her last inspection. For example, she has attended training to renew her paediatric first-aid qualification. The childminder has also updated her knowledge and understanding of child protection, including how to recognise when children are at risk of being exposed to extreme views and behaviours. Safeguarding is effective. Overall, partnerships with parents are effective. The childminder adapts her service to meet the needs of children and their parents. They work together to help support children's care and personal needs.

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Quality of teaching, learning and assessment is good

The childminder provides a broad range of stimulating activities. This helps her to interest and challenge children. For example, they make a boat with the childminder out of boxes. Children explore how toys look different when seen through the box boat. The childminder sings relevant actions songs, which helps to further engage children in the role play. Children develop good literacy skills. For example, they enjoy listening to stories with the childminder, which she brings to life using different tones of voice. Children learn how to handle books correctly, such as holding them and turning the pages. She constantly observes children to help her identify their interests and joins in sensitively with their play. The childminder talks clearly to children, repeating words back clearly which helps them to copy them and develop their vocabulary.

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Personal development, behaviour and welfare are good

Children quickly feel happy and secure with the childminder. They settle well, which helps to support their emotional well-being. The childminder knows children well and provides reassurance, comfort and cuddles when they are unsettled. For example, she gives them cooling teething rings when they cut new teeth. Children behave well and learn to take care of their own needs, such as helping themselves to fruit and water. The childminder makes good eye contact with children and talks to them constantly. This helps them to enjoy their learning and to fully engage in their play and exploration. For example, with support, children learn how to hit shapes with a hammer to make the figures pop up.

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Outcomes for children are good

Children make good progress in relation to their starting points. They learn about the wider world and how to care for animals. For example, children notice when the childminder's cat wants to come indoors and understand the need to be caring and gentle when stroking her. Children develop skills that help them to prepare for school. For example, they sit when asked and confidently use tools, such as scissors when taking part in creative activities.

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Setting details

Unique reference number 112881 Local authority Hampshire Inspection number 1057424 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 1997. She lives in Marchwood, Hampshire. The childminder cares for children each weekday, all year around.

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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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