Childminder EY537649

Inspection date 10 October 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 has a caring nature and builds strong trusting relationships with children and their families. Children settle quickly and are happy and self-assured. n The childminder knows children well. She makes good use of her assessments to follow children's interests and plan precisely for their next steps in learning. All children make good progress from their starting points. n The childminder has strong partnerships with parents. She uses highly effective communication methods to share information and promote children's learning at home and in the setting. n The childminder uses daily safety checks effectively to ensure that the premises are safe and any potential hazards are minimised. n The childminder regularly evaluates her provision to help raise outcomes for children. For example, she has started to organise her environment to help support younger children to make further independent decisions and choices in they play.

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It is not yet outstanding because:

n The childminder's professional development activities are not highly focused on raising teaching and learning to an even higher level. n The childminder does not use all opportunities to help children extend and enhance their understanding of diversity and the wider world around them.

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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 focus professional development opportunities more precisely on gaining further knowledge and skills to help raise the quality of teaching even higher n make better use of opportunities to help children extend and enhance their understanding of diversity and the wider world around them.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the premises and reviewed the resources with the childminder. n The inspector observed the childminder and children during their activities and discussed her observations with the childminder. n The inspector held discussions with the childminder and children throughout the inspection. n The inspector looked at a range of documentation, including policies and procedures, risk assessments and the children's learning and assessment records.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder completes relevant child protection training. She has a good knowledge of the possible signs and symptoms of abuse and how to report any concerns regarding the welfare of a child. The childminder closely monitors children's progress, quickly recognises any gaps in their development and provides support to help them catch up quickly. She develops good working relationships with other early years providers and schools that children attend. This helps to ensure children experience consistency in their care and learning.

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Quality of teaching, learning and assessment is good

The childminder gathers key information from parents about the children before they start. She builds on their specific emerging needs, planning purposeful activities to help children make good progress. Children enjoy cuddling up to the childminder to share stories. They develop their small muscles, such as lifting flaps and turning pages. This helps to promote their early writing skills. Children explore different textures. For example, they run their finger through oats and use spoons to fill containers, learning to use tools for a purpose. Children clearly enjoy the sensory experience and show an interest in the marks that they make. The childminder promotes children's speech and language skills well. For example, she models words clearly, constantly asks questions and engages young children in discussion.

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Personal development, behaviour and welfare are good

The childminder provides a warm and welcoming environment, where children flourish. Children are energetic and have plenty of opportunities to enjoy fresh air and physical activity. For example, they practise climbing the steps of the slide and show good coordination, such as when kicking balls. The childminder encourages children to complete small tasks, such as drying the slide. She praises children's achievements, helping to develop their confidence and self-esteem. Children have many opportunities to explore the local environment. They enjoy river walks and regular visits to the library and parks. Children develop their social skills. For example, they have opportunities to interact with other children and adults at groups in the community.

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Outcomes for children are good

Young children are independent. For example, they learn to manage their own personal hygiene needs, such as blowing their nose. Children are motivated and eager to learn. For example, they develop new skills, such as blowing bubbles, proud of their achievements. Young children build towers and show an understanding of colour and number. They press buttons on mechanical toys and explore technology. Children gain the key skills they need for future learning and their eventual move to nursery or school.

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Setting details

Unique reference number EY537649 Local authority Hampshire Inspection number 10077151 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 - 5 Total number of places 5 Number of children on roll 3 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She lives in Hedge End, Southampton. The childminder offers her service, Monday to Friday, from 7am until 6pm, for most of the year. She holds an appropriate home-based childcare qualification.

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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

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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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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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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