Childminder in Hampshire

Inspection date 21 September 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder places a strong focus on promoting children's independence skills, as they learn how to manage some age-appropriate tasks confidently. This helps children to gain skills that prepare them well for their next stage in learning. n The childminder is calm, caring and sensitive to children's individual needs. Her gentle approach to providing reassurance to less confident children helps to support their emotional well-being effectively. n Children are making good progress in learning. They are happy, confident and motivated by the learning experiences that the childminder provides for them. n The childminder evaluates her setting well and takes account of the views of children and their parents when making improvements. For instance, changes suggested by older children have improved how the childminder promotes their creative play. n Partnerships with parents are good. The childminder obtains information about

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The provision is good

children's interests and starting points from them. Assessments show that children are working within the typical range of development for their age.

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It is not yet outstanding because:

n The childminder's professional development plans are not focused sharply enough on helping her to continue to develop her knowledge and teaching skills to the highest levels. n The childminder's plans for children's next steps in learning are not always sharply focused and concise enough to help them to make the best possible 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

n build on the professional development programme to raise the quality of teaching and children's outcomes to the highest possible level n enhance planning even further to focus more sharply on children's next steps in learning and development.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector observed the quality of teaching and the impact this has on children's learning. n The inspector had a tour of the parts of the childminder's home and garden that children use. n The inspector checked evidence of the suitability of the childminder and her assistants, looked at a selection of children's records and safeguarding procedures, and discussed the childminder's self-evaluation process. n The inspector took account of the views of parents and children, provided in writing on the day of the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistants attend training to understand their roles and responsibilities in keeping children safe. They know how to report any concerns about children, to promote their physical welfare. The childminder provides a safe and secure environment for children to play and in which to learn. She uses risk assessments effectively to identify and minimise potential hazards in her home, garden and when taking children on outings. The childminder supports her assistants and helps them to develop their practice during regular meetings. She has identified training to enhance their professional development. The childminder keeps a close check on children's progress and shares children's key achievements, such as two-year progress checks, with parents to keep them informed. Outcomes for children are good. Parents speak positively about the childminder. They say, 'There is as welcoming feeling

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Effectiveness of leadership and management is good

at the childminder's home and communication is great.'

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Quality of teaching, learning and assessment is good

The childminder is qualified and experienced. She plans and adapts activities well for the individual needs and abilities of children. For instance, during creative play, she teaches older children about the names of colours, and helps younger children to learn to use brushes to spread glue confidently. The childminder makes good use of opportunities to introduce mathematics in their play. For example, as older children scoop sand into buckets, she helps them to learn to count confidently. The childminder gains a good range of information about what children know and can do when they first start, to build on their abilities. She uses her regular observations of children's learning to monitor the progress they make.

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Personal development, behaviour and welfare are good

Children develop good relationships with the childminder and with each other. The childminder promotes children's independence skills well, as children confidently manage daily tasks for themselves. For instance, they learn how to unzip coats, to put on and take off their wellington boots and to wash their hands before they eat. Children behave well. The childminder teaches children how to take turns with toys and resources, and praises them as they share, to help them learn how to play cooperatively. The childminder promotes children's physical health well. For instance, she provides nutritious meals and snacks, and adapts the meals she provides to meet children's individual dietary needs and to support their ongoing good health.

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Outcomes for children are good

Children are making good progress in their learning and development from their initial starting points. They gain skills that prepare them well for their future learning, including their eventual move to school. Children gain good physical coordination skills. For instance, younger children enjoy making marks with brushes and water. Older children enjoy scooping and transporting sand, as they gain confidence and control in the way they move their bodies. All children develop good listening and speaking skills, and enjoy taking on some responsibilities, such as learning how to put away things which belong to them.

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Setting details

Unique reference number EY500734 Local authority Hampshire Inspection number 10057119 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 30 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Oakley, Basingstoke. She works with an assistant and provides care for children from 7.30am to 6pm, for most of the year. The childminder holds an appropriate early years qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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