Childminder in Hampshire

Inspection date

Previous inspection date 17 July 2017 2 February 2015

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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 a good knowledge of how children are developing. She identifies areas of concern, communicates these with parents, and they address any issues together. Children are happy and they make very good progress in their learning.  Children are physically active and really enjoy moving their whole bodies, such as when they dance and climb. The childminder teaches children how to negotiate space and to carefully move around the play area. Children learn to risk assess and play safely.  The childminder has secure relationships with children and they enjoy visiting her home. Parents are positive about the nurturing relationship the childminder offers their children. All children are relaxed and settle very quickly.  The childminder is experienced and enthusiastic. She considers how her teaching has an impact on children's lives. She prioritises areas for improvement and makes positive

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This provision is good

changes to enhance the play environment. She offers a good-quality service to families.  Children engage in books from a very young age. They learn how to look after them and how to be particularly careful with more delicate books. Children interact well with each other and they turn the pages and make observations about what they see.

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It is not yet outstanding because:

 Occasionally, the childminder does not allow children time to fully process information and think about how they want to answer questions.  At times, the childminder does not offer children the opportunity to explore and choose toys they want to play with.

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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

 allow children time to think about questions they are being asked so they are able to offer a valid response  offer children the opportunity to make their own choices about how they want to use resources and extend play.

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Inspection activities

 The inspector watched the childminder working with children in different areas of the setting.  The inspector viewed communications between the childminder and parents to better understand their relationship.  The inspector discussed the childminder's knowledge of safeguarding, including how she would respond to concerns about a child's safety.  The inspector talked to the childminder about the progress individual children are making and how she prepares them for school.  The inspector observed an activity led by the childminder, and she talked to the childminder about what she had observed.

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Effectiveness of the leadership and management is good

The childminder is determined to drive forward improvement. She reflects on the methods she uses to teach children and actively seeks new learning opportunities. For example, she regularly visits a local group that offers strong outdoor provision to gain ideas for resources. She has introduced more outdoor mark-making opportunities and has plans to resource an area where children can experiment with textures. Safeguarding is effective. The childminder has recently refreshed her knowledge of safeguarding. She has a good awareness of physical signs and changes in behaviour that would be a cause for concern. She is fully confident about the procedures to follow to report her concerns and keep children safe. The childminder works well with other practitioners to support children. They communicate with each other and share details of next steps.

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Quality of teaching, learning and assessment is good

The childminder previously identified mathematics as an aspect of her provision that she would like to improve. She spoke to other practitioners about ways that she could do this. She now incorporates different aspects of mathematics into activities. For example, she supports children to group and compare bears in order of size and weigh them on scales. Children talk about bigger, smaller, more and less. The childminder makes valuable observations of children's play and regularly shares these with parents. Children really enjoy working on their early writing skills, such as when they use chalks on the floor. The childminder draws shapes and children are eager to copy her. They are pleased when the childminder recognises the shapes they have made and they celebrate their achievements. The childminder makes learning enjoyable. For instance, children take part in animal action songs and 'quack' like ducks to the music.

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Personal development, behaviour and welfare are good

The childminder supports children to understand why they should follow good hygiene routines. For example, she talks to children about illness and they wash their hands to limit the spread of harmful germs. The childminder supports children to understand the rules of the setting and she encourages them to share resources. Children are very well behaved. They socialise with friends and engage in conversation with each other. They contribute to the daily routine, such as when they collect their lunch from their bags at the end of morning play. The childminder teaches children about the lifestyles of people in other parts of the world. For instance, they learn about celebrations that other children take part in, and learn what people eat in other countries.

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Outcomes for children are good

Children use their concentration skills, such as when they carefully thread cotton reels onto thick cord. They are resilient and keep practising until they manage to do it independently. Children learn skills that are useful for their future. For example, they work well with other children and follow instructions. All children make swift progress in their development from the time they start. When they are ready to move to school, they are prepared for the challenge.

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Setting details

Unique reference number EY252270 Local authority Hampshire Inspection number 1091616 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 2 February 2015

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Telephone number

The childminder registered in 2003. She lives in the Whitenap area of Romsey. The childminder holds a recognised early years qualification at level 3. The childminder is in receipt of early years education funding for three- and four-year-old children.

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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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