Childminder in Hampshire

Inspection date 13 November 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 gathers information from parents on what their children already know and can do for themselves, and their interests. She uses this information well to develop starting points for children's learning. n The childminder tracks children's progress successfully. This helps her identify any weaker areas in their learning. The childminder knows how to find appropriate support from other professionals, if necessary, to help all children make good progress. n The childminder forms strong, positive relationships with the children. Effective settling- in arrangements ensure that children's emotional well-being is supported from the start. Children settle very quickly in the warm and caring environment. n The childminder takes children to a number of local groups where they mix with children of a similar age. She helps them to gain confidence and develop good social skills, which will support their eventual move to school.

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It is not yet outstanding because:

n The childminder does not make the most of opportunities during daily routines to develop children's understanding about how to keep themselves healthy. n On occasions, the childminder misses opportunities to support children to understand about differences and similarities between themselves and other people.

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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 make the most of opportunities to help children understand how self-care routines can help to maintain good health n enhance children's understanding of the similarities and differences between themselves and others.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children engaged in activities and the childminder's interaction with them. n The inspector looked at a sample of documents, including children's learning records, accident, incident and medication forms and the childminder's policies and procedures. n The inspector spoke with the childminder and children at convenient times during the inspection. n The inspector and childminder jointly considered the impact of teaching on children's learning. n The inspector took account of the views of parents.

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Effectiveness of leadership and management is good

The childminder evaluates the service she provides. She involves parents in this process to identify areas where she can improve further. For example, she has identified that she would like to introduce a wider range of sensory experiences for children using natural resources. The childminder continues to extend and develop her professional skills, and expertise. For instance, she has used professional webinars and the support of other childminders to engage in professional discussion and share good practice. Safeguarding is effective. The childminder keeps her knowledge of this area up to date. For example, she has recently undertaken further training relating to child protection. The childminder has a good understanding of how to recognise when a child is at risk and what to do if she has any concerns.

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Quality of teaching, learning and assessment is good

The childminder plans interesting experiences that link well to children's interests and next steps in learning. Children spend long periods of time at these activities, immersed in their learning. For example, they investigate changes to ingredients as they make biscuit dough. The childminder offers children good opportunities to develop essential small-muscle skills in their fingers as they knead the dough. This helps to develop the muscles they will need when they start to learn to write. The childminder supports younger children's communication and language skills well. For instance, she extends their words into simple sentences and introduces new words into their vocabulary as they play.

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Personal development, behaviour and welfare are good

Children behave well. They share, take turns with toys and play harmoniously together. The childminder is a good role model for children. She offers praise and encouragement and they develop good levels of confidence and self-esteem. Children have good opportunities to be physically active through a wide range of experiences and outdoor play opportunities. The childminder supports children well to become self-sufficient. Children enjoy being helpful, such as taking part in tidying away their toys when they have finished their play. They enjoy regular opportunities to be physically active, such as in the childminder's garden and during visits to local parks, to extend their physical skills.

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Outcomes for children are good

Children are developing good confidence in their communication skills. They are curious and ask questions to extend their knowledge and understanding. Children develop a good understanding of some mathematically concepts, such as counting objects, and recognising numerals and their correct sequence. Young children develop an interest in early literacy, and enjoy looking at books and learn to treat them with respect. Children listen attentively to stories being read. They develop positive attitudes to learning.

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Setting details

Unique reference number EY539311 Local authority Hampshire Inspection number 10080163 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 - 7 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Andover, Hampshire. She operates during term time only from Monday to Friday.

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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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