Childminder EY540145

Inspection date 7 January 2019 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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This provision is good

n Children behave well and are happy and settled in the childminder's care. They build positive relationships with the childminder, who is kind and caring and supports their emotional well-being effectively. n The childminder works well with parents to promote children's learning between the home and the setting. For example, she regularly provides parents with updates about their children's learning and progress and shares activities that can be done at home to support children in readiness for future learning, including school. n The childminder encourages children to develop good listening skills. She asks them a good range of questions during their play and gives children plenty of time to think about their answers. n The childminder places a strong focus on helping children to learn about the benefits of being physically active. For instance, the childminder has increased opportunities for children to enjoy physical activities, both within her setting and by making the most of

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This provision is good

the local community. This helps children to develop positive attitudes towards adopting healthy lifestyles. n The childminder has not considered how she can gain the skills and knowledge that will be the most useful in helping her to support the children so that they make the best possible progress. n On occasion, the childminder does not target specific activities to closely match children's next steps in learning.

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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 more precisely on gaining skills and knowledge that can be used to enhance the support for individual children's learning, based on their particular needs. n strengthen the planning of activities to tailor children's next steps in learning more precisely.

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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 convenient times during the inspection. n The inspector toured the parts of the childminder's home that children use. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of the childminder and adults living in the childminder's household.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has created a set of well-considered policies that she uses to help underpin her good practice. The childminder has a good understanding of how to keep children safe and how to identify and report concerns about children, to maintain their physical welfare. Self-evaluation is effective. For instance, since registration the childminder has enhanced the resources she offers outdoors to help support the physical play experiences for those children who prefer to learn outdoors. The childminder meets regularly with other childminders to share professional knowledge and practice ideas and uses this to help build on her good teaching skills. The childminder monitors children's development routinely to identify any gaps in learning. She plans enjoyable activities and uses effective teaching skills to help children make good progress from their starting points.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and provides a good range of activities which motivate children's learning. She engages children well in discussion and gives them time to respond. This approach helps them to feel confident about sharing their ideas and thoughts. The childminder adapts the activities she provides to meet the differing needs of children well. For instance, younger children enjoy hunting for hidden cards in a large tray of dry cereal as older children are able to count the number of 'boulders' they put into their buckets. The childminder skilfully introduces new language into children's play. For example, as children push trains around the track, the childminder talks about 'over' and 'under' as children listen and copy these positions.

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Personal development, behaviour and welfare are good

Children behave well and develop good relationships with the childminder and with each other. The childminder provides a variety of activities to help children learn about the community they live in. For instance, children enjoy daily outings to the park and local woodland and meet with other children to help develop their good social skills. The childminder captures opportunities to help children learn to keep themselves physically safe. For example, as children walk to and from school, the childminder teaches them about road safety, talking about safe places to cross the road. The childminder helps older children to gain independence to support them well in their transition to school. For example, children learn how to manage their own personal needs and are toilet trained before they begin school.

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Outcomes for children are good

Children are curious and eager to learn. They are confident to take part in new activities and play cooperatively together as they develop good social skills. Older children learn to count well and are able to recognise and name familiar colours. Younger children gain good physical skills, such as when they transfer cereals from the large tray to a small bucket using a spade, helping to develop their good hand-eye coordination. All children are well-prepared for their next stage in learning, including their eventual move to school.

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Setting details

Unique reference number EY540145 Local authority Hampshire Inspection number 10089538 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 0 - 7 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Aldershot, Hampshire. The childminder provides care for children Monday to Friday, from 7.30am to 5.15pm, for most of the year. The childminder is in receipt of funding for children aged two, three and four years.

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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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