Steele, Kelly

Inspection date

Previous inspection date 18 September 2017 29 June 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 established good relationships with parents. She successfully shares ideas for how they can support their children's learning at home.  Children are happy, confident and relaxed in the childminder's welcoming home. Younger children develop secure relationships with the childminder, who supports their emotional well-being effectively.  The childminder has good understanding of how to observe and assess children's learning. Where she identifies gaps in their development, she swiftly puts plans in place to help close these quickly. All children, including those who speak English as an additional language, make good progress from their starting points.  The childminder makes good use of new skills she gains from training to develop her practice. For instance, she has improved how she plans activities to motivate children's learning of mathematics. Children are confident in counting and recognising numbers.

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This provision is good

 Children behave well. The childminder helps them learn how to play cooperatively. For example, they learn how to share toys and resources, and how to work together to tidy away toys after they have played with them.

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It is not yet outstanding because:

 At times, the childminder does not give children sufficient time to think and express their own ideas, before she answers questions for them.  On occasion, the childminder does not make the best use of opportunities to help children learn how to manage their self-care skills independently.

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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 more time for children to process their thoughts, understanding and ideas, and to respond to questions  increase opportunities for children to learn how to manage age-appropriate self-care skills independently.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector observed the quality of teaching and children's learning.  The inspector toured the childminder's home and garden.  The inspector checked evidence of the suitability of the childminder, looked at a selection of children's records and safeguarding procedures, and discussed the childminder's self-evaluation process.  The inspector took account of the views of parents spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of how to keep children safe. She understands how to recognise and report concerns about a child's welfare or well-being. She knows how to follow her policies and procedures to maintain a safe and secure environment for children. For instance, she ensures that she completes all required suitability checks for members of her household. The childminder is qualified and experienced and takes a professional approach to improving her practice. She attends mandatory and additional training and meets with other childminders to share best practice ideas. This has a positive impact on the range of activities she offers to children. The childminder reflects on her practice effectively to improve outcomes for children. Since the previous inspection, she has improved how she supports children's mathematical skills.

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Quality of teaching, learning and assessment is good

The childminder uses her knowledge of children's individual interests to plan for their learning. She places a strong focus on supporting children's communication development, to help build their good speaking and listening skills. She teaches younger children the names of colours and helps older children to learn about letters and the sounds they represent, particularly letters that match those found in their names. Children enjoy activities which effectively support their mathematical skills. For instance, the childminder helps them to discover numbered pebbles hidden in the sand. The childminder uses her observations of children's learning to plan precisely for their next steps. Activities motivate children's play and children consistently make good progress in their learning in relation to their starting points.

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Personal development, behaviour and welfare are good

Children respond well to the childminder, who is kind and affectionate. Children behave well. The childminder is a good role model and offers gentle guidance and praise. Children develop good friendships with each other. They play together well, taking turns and sharing toys and resources. Parents speak positively about the childminder and in particular about the variety of activities she provides. For instance, they say that their children enjoy baking, visiting parks and toddler groups and that they gain a good understanding about their local community.

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Outcomes for children are good

Children are confident, competent learners. They develop skills that prepare them well for their next stage in learning and their eventual move on to school. They are confident communicators and develop good language skills. They count and recognise numbers, and enjoy learning about weights and sizes. For instance, as younger children hold different twigs, they gain an understanding of 'heavy' and 'light'. Older children develop good physical coordination skills. For example, they enjoy learning how to throw and catch a ball.

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Setting details

Unique reference number EY227367 Local authority Hampshire Inspection number 1091415 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 29 June 2015

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Telephone number

The childminder registered in 2003 and lives in Aldershot, Hampshire. She provides care for children on Monday to Friday from 7am to 6pm, for most of the year. The childminder receives funding for the provision of free early education for children aged two, three and four years. She holds a relevant childcare qualification 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

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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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