Childminder EY341910

Inspection date

Previous inspection date 20 February 2017 6 February 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 checks children's development effectively, which helps her to identify and address any gaps in their learning. Children make good progress in their learning.  Children are happy and content. They build secure attachments with adults and each other, which supports their emotional development well.  Partnerships with parents are strong. The childminder actively involves parents in their children's learning, for example, by sending home activities and story books for parents to follow on at home.  Children are confident and keen to learn. They move around the play spaces with care, and, overall, make choices about how and where they will play.  The childminder encourages children's communication and language well. She talks to them as they play. For example, she describes what they are doing and introduces new words to extend their vocabulary and understanding.  Ongoing reflection of her provision helps the childminder to develop her practice and

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This provision is good

continue to identify ways to improve, to benefit children.

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It is not yet outstanding because:

 At times, the childminder answers for children and misses opportunities to allow them time to think and work things out for themselves.  The childminder does not make the most of her environment to inspire and invite children to extend their early reading skills further.

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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

 provide children with sufficient time to think and work things out for themselves to extend their learning further  review and improve the organisation of the environment and resources to encourage children to choose books independently.

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Inspection activities

 The inspector observed activities and interaction between the childminder and the children, and looked at the play equipment and resources.  The inspector spoke with the childminder at appropriate times throughout the inspection, including discussing the impact of teaching after viewing activities.  The inspector viewed the areas of the premises used for childminding and talked to the children at appropriate times.  The inspector looked at documentation, including a sample of children's records and assessments.  The inspector discussed how the childminder evaluates her provision and read comments from parents.

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Effectiveness of the leadership and management is good

The childminder offers a safe and welcoming environment. Safeguarding is effective. She has a good understanding of her responsibility to protect children and understands when to report concerns. The childminder keeps up to date with any changes in early years practice, for example, through training and linking with other childminders to improve outcomes for children. Activities are stimulating and keep children interested and engaged. Parents are well-informed about their children's successes. For example, they view their learning journals regularly, and receive photographs and messages of children's activities during the day. The childminder has good links with other settings to provide continuity for children's care and learning.

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Quality of teaching, learning and assessment is good

Children enjoy their time with the childminder and are keen to get involved in the play activities. The childminder motivates their curiosity as they play. For example, children enthusiastically join the activity to make pretend snow and hide numbers for others to find. The childminder introduces some number language to extend their learning further. Children communicate well. They confidently tell others how the snow feels, using words such as 'warm' and 'sloppy'. Children benefit from regular opportunities to explore outdoors and be active. For example, they eagerly collect leaves and pine cones for their sensory tray.

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Personal development, behaviour and welfare are good

The childminder works supportively with the families to enable her to provide for their children's individual needs well. Children are settled and secure, and show confidence as they move around and select their play activities. They take part in regular outings in their local community. For example, they visit the local activity centre where they can develop their physical skills further. The childminder teaches children good manners. She praises their good behaviour and achievements, which helps to boost their self-esteem and confidence. Children have access to a range of toys and activities that help them develop an awareness of the wider world.

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Outcomes for children are good

Children gain important skills for the future and for their move on to school. They show good levels of independence. For example, they wash their hands by themselves and chop up their fruit at snack time. Children show consideration towards others and demonstrate friendly behaviour. For example, they understand to wait their turn when playing the shopping game. They sort and match the various cards to the corresponding pictures, such as learning about size and shape and developing their mathematical skills.

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Setting details

Unique reference number EY341910 Local authority Hampshire Inspection number 1068809 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 5 Number of children on roll 3

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Name of registered person

Date of previous inspection 6 February 2014

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Telephone number

The childminder registered in 2006. She lives in a single-storey home on a farm near Romsey in Hampshire. The childminder holds a qualification in early childhood studies 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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