Palmer-Read, Claire Michelle

Inspection date

Previous inspection date 27 February 2017 25 January 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 provides a welcoming and stimulating learning environment. Children make choices in their play and become independent learners. The childminder provides a broad range of activities, based on children's interests. For example, she has built a 'fairy garden' where children use their imaginations well, sprinkling glitter as 'fairy dust'.  The childminder knows the children well. She regularly assesses and plans for their individual learning and development, checking that children make good progress to prepare them well for the next stage of their learning.  Since the last inspection, the childminder has made effective improvements to her practice. Children now have many opportunities to develop their independence. For example, they choose their toys, manage their personal care, and help with tasks.  Children are progressing well within the range of development typical for their age,

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This provision is good

including those who receive funded education.

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It is not yet outstanding because:

 On occasion, the childminder does not use effective questioning, and she offers solutions to children rather than allowing them enough time to think things through.  Although the childminder uses assessments well overall, these are not as precise as they could be to help her plan consistently challenging activities and help children make even better progress.

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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

 use questioning more effectively and give children time to think things through and solve problems for themselves  refine children's assessments to ensure they are even more accurate and precise to consistently plan highly challenging activities.

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Inspection activities

 The inspector spoke to children and the childminder at appropriate times throughout the inspection.  The inspector sampled documentation, such as children's records and written policies.  The inspector conducted a joint observation with the childminder.  The inspector took account of parents' written views and comments.  The inspector observed the childminder interacting with the children.

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Effectiveness of the leadership and management is good

The childminder understands the procedures to follow if she has concerns about a child's welfare. Safeguarding is effective. The childminder is qualified and continues to extend her professional development. For example, following training, she now uses children's interests more effectively to plan activities to build on what they know and can do. The childminder uses the views of children and parents to help her to make ongoing improvements to her service. She meets regularly with other local childminders to exchange ideas and good practice. Partnerships with parents are strong. The childminder regularly shares their children's progress with them. Parents comment on how well their children settle. On the few occasions that the childminder works with an assistant, she supports them well and ensures they understand their role.

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Quality of teaching, learning and assessment is good

The childminder gets to know the children well through making observations and in her daily contact with parents. She encourages parents to talk about their children's learning at home and to comment about the progress they make while in her care. The childminder teaches children to count as they play and they are beginning to recognise numbers. The childminder develops children's communication and language skills well. For example, she talks about what the children are doing as they pretend to drive to the park, asking what they will do when they get there. The childminder makes effective use of funding to ensure that all children make good progress. For example, she takes the children on exciting outings to support their confidence and build strong relationships.

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Personal development, behaviour and welfare are good

Children show curiosity and imagination in their play. For example, they prepare pretend pancakes with toppings of tomatoes, strawberries and peas in a kitchen under a table. Children enjoy the childminder's company and are provided with many opportunities to initiate their own learning and develop good self-esteem. Children choose where they play and what they play with. The childminder follows their individual routines and swiftly recognises and responds to their needs. Children behave well and show respect for others. They learn to keep themselves safe and healthy. For example, the childminder ensures children have daily opportunities to be physically active, such as taking part in regular music and movement sessions.

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Outcomes for children are good

Children's preparation for their next stage in learning is good. For example, children learn to write their names in pencil on their creative work. Children develop their physical dexterity through, for example, using play kitchen tools skilfully. Children learn new words and are beginning to count with confidence during their play.

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Setting details

Unique reference number EY378718 Local authority Hampshire Inspection number 1062206 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 5 Number of children on roll 7

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Name of registered person

Date of previous inspection 25 January 2013

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Telephone number

The childminder registered in 2008. She lives in New Milton, Hampshire. She provides care each weekday from 7.30am to 5.30pm throughout the year. The childminder holds a level 3 early years qualification. She occasionally works with an assistant.

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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

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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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