Childminder in Hampshire

Inspection date 9 April 2019 Previous inspection date 10 October 2018

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This inspection: Good 2

Previous inspection: Inadequate 4 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 The well-qualified childminder and her assistants have a good understanding of how children learn. They assess children's learning accurately and use this information well to plan for children's next steps. Children, including those who are learning English as an additional language, make good progress in readiness for school. n The childminder provides a welcoming and nurturing environment. Children develop strong attachments with the childminder and her assistants and show high levels of confidence. The childminder supports children's good health effectively. n The childminder evaluates her provision effectively. Plans for improvements are securely based on promoting outcomes for children. For example, the childminder has identified additional resourcing for the outdoor area to support children's understanding of healthy eating. n The childminder develops strong partnerships with parents and other settings that

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This provision is good

children attend. Regular exchanges of information ensure consistency of care and learning that benefits children's good progress. n The assistants' professional development is not focused precisely enough on raising the quality of teaching to a consistently high level. n The childminder provides opportunities for children to make marks, but activities do not focus on children's age and stage of development and are sometimes too complex.

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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 strengthen the current arrangements for the performance management of assistants to help promote the quality of teaching to the highest level n strengthen the opportunities for children to practise making marks appropriate to their age and stage of development, to help develop further their interest in literacy.

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What the setting needs to do to improve further

n The inspector viewed the areas of the premises used for childminding. n The inspector observed the quality of teaching and assessed the impact this has on children's development. n The inspector reviewed a range of documentation, including the childminder's training certificates and children's records. She checked the suitability and recruitment records for all assistants. n The inspector jointly observed an activity led by an assistant. n The inspector discussed the process of self-evaluation and how the childminder obtains the views of all the users of her provision.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistants have a secure understanding of the procedure to follow if they have a concern a child may be at risk of harm. The childminder completes effective risk assessments and ensures children's safety well, for example through good supervision of children and effective deployment of her assistants. The childminder has successfully addressed areas for improvement identified at the last inspection. Recent training in safer recruitment has to led to robust improvements in the childminder's vetting procedures for all assistants, to ensure their initial and ongoing suitability. Assistants benefit from a thorough induction and good opportunities to develop their teaching skills, for instance through regular observations of their practice and access to further training opportunities. The childminder monitors children's progress well and takes effective steps to address any differences in children's

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Quality of teaching, learning and assessment is good

The childminder and her assistants use their qualifications effectively to plan for children's learning. They consistently promote children's speaking and listening skills. For example, at group time, the childminder supports children to count in English and the home languages of their friends. The childminder uses many opportunities to help children to develop their early counting skills and to explore quantity. For example, children calculate how many scoops of soil they need to fill the pot as they plant some seeds. The childminder successfully captures opportunities to build on children's interests, such as hiding farm animals in the sand for children to find. Skilful questioning encourages toddlers to recall what they saw at the farm the day before. Together they make the animal sounds and name the animals.

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Personal development, behaviour and welfare are good

Children show that they feel safe and settled, and engage readily in the predictable routines of the day. For example, they eagerly participate in a welcome time group activity and work well as a team to tidy up before lunch. The childminder is a good role model. She provides clear explanations to help children understand how to manage their behaviour, according to their age and understanding. She shows kindness and consideration for children's emotional well-being, such as offering a young child a 'special carry' to encourage them to join in an activity when they show that they are unsure. Children benefit from high-quality learning experiences and physical activity outdoors in the childminder's garden, and at local parks and farms. They learn to identify and respect similarities and differences, for example when viewing photos of their friends' families.

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Outcomes for children are good

Children are keen and confident learners. They persevere for long periods of time. Children demonstrate high levels of self-confidence and independence. They show a keenness to read and learn to recognise their names and other familiar words. Children successfully develop a wide range of skills that prepare them for their future learning and eventual move to school.

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Setting details

Unique reference number EY437332 Local authority Southampton Inspection number 10082455 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 - 15 Total number of places 6 Number of children on roll 9 Date of previous inspection 10 October 2018

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Registers

The childminder registered in 2011 and lives in Bitterne Park, Southampton. She operates from 7.30am to 6pm Monday to Friday, all year round. The childminder holds an early years foundation degree and provides funded places for two-, three- and four-year-olds. She works with several assistants.

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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

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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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