Childminder EY449577

Inspection date

Previous inspection date 31 January 2017 12 February 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 reflects on all areas of her practice to help make positive changes. She communicates effectively with her co-childminder and they discuss the strengths and weaknesses of her teaching style. She evaluates activities and adapts them according to children's individual needs and learning abilities.  The childminder has formed secure relationships with parents. She offers them support and flexibility. The childminder offers advice to parents to help them deal with any concerns they may have relating to their children.  Children have lots of fun. The childminder is imaginative and plans a good range of activities that require children to think. Children work well together to solve problems and ask questions about activities and experiences that interest them.  The childminder has set clear boundaries. She has developed effective strategies to encourage good behaviour. Children are well behaved at all times.

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This provision is good

 All children make good progress. The childminder supports children who learn English as an additional language well.

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It is not yet outstanding because:

 The childminder has not fully considered how to organise the environment to enable children to independently lead their own play.  The childminder does not offer children a wide variety of opportunities to develop their early mathematical 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

 review and develop the organisation of the environment further to increase children's ability to make independent decisions and lead their own play  build on the range of opportunities to develop children's awareness of early mathematical concepts and ideas.

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Inspection activities

 The inspector watched the childminder and children as they worked together.  The inspector spoke to parents and viewed communication between the childminder and parents.  The inspector viewed policy documents and spoke to the childminder about procedures she follows to protect children.  The inspector tracked the progress of a number of children and discussed their individual needs with the childminder.  The inspector spoke to the childminder about how she reflects on practice and her future plans for improvement.

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Effectiveness of the leadership and management is good

The childminder observes children and makes changes that will benefit their learning. For example, she decided to offer them a range of books that are more relevant to them. Children enjoy listening to stories and guessing what happens next. Safeguarding is effective. The childminder has a good understanding of current safeguarding guidance and the procedures to follow to help keep children safe. She accesses training that she can incorporate into her own practice. For instance, she learnt how to support children who have special educational needs and makes effective use of the strategies to calm children down when they are overexcited or frustrated. The childminder carefully monitors children's progress and shares relevant information with other settings that children attend.

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Quality of teaching, learning and assessment is good

The childminder teaches children about simple scientific concepts. For example, children explored the melting process of ice and experimented by adding liquids of different temperatures to rescue their favourite characters frozen into the ice. The childminder effectively supports children's growing communication and language skills. For example, she encourages them to talk about what was happening. The childminder observes children carefully and understands the way each child prefers to learn. For instance, she identified many of her children really enjoy singing and provided opportunities for them to sing upbeat songs. Children of all ages enjoyed rhythmically moving to the music. The childminder has a thorough knowledge of what children can do and plans activities that help them make good progress.

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Personal development, behaviour and welfare are good

Following a previous recommendation, the childminder has improved her procedures to help settle children who have English as an additional language. For instance, she now shares more information with parents and children settle very quickly. The childminder has close relationships with all children and they listen carefully to instructions. Children treat others with respect and enjoy learning about how people live. The childminder encourages children to be active and aware of their own health. For example, they look after their hygiene needs and are aware of how to limit the spread of germs.

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Outcomes for children are good

Children complete many tasks they will be expected to take part in at school. Older children form recognisable letters. Children are resilient and happy to share their views with others. They are sociable and form good relationships with other children and enjoy taking part in group play. All children, including those who have special educational needs, are happy and thrive in the environment.

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Setting details

Unique reference number EY449577 Local authority Hampshire Inspection number 1062756 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 5 Number of children on roll 6

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Name of registered person

Date of previous inspection 12 February 2013

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Telephone number

The childminder registered in 2012. She works with her co-childminder from a house in a residential area of Hedge End in Southampton, Hampshire. The childminder operates her service on Monday to Friday between the hours of 7.30am and 6pm.

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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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