Atkinson, Tracy Louise

Inspection date 24 April 2019 Previous inspection date 22 October 2015

p.1

This inspection: Good 2

Previous inspection: Good 2 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

p.1

This provision is good

n The childminder has a good understanding of her role. She uses her policies, procedures and risk assessments to effectively support children's health, safety and well-being. n Children make good progress in the childminder's care. She has a secure understanding of children's starting points and is confident in her knowledge to help ensure children receive timely intervention if they need additional support in their care and learning. n The childminder has a warm and caring manner and children respond to her well. She demonstrates good teaching and interaction skills that help children engage and be motivated to play and learn. n The childminder is supportive of how children acquire speech and communication skills. She encourages children's use of language during their play. At times, however, she misses ways to extend this fully to promote older children's interest in literacy as children talk about popular books and watch films depicting their favourite characters.

p.1

This provision is good

n Children behave extremely well. They show respect to each other and are very accepting of each other's differences. n Partnerships with parents are well established. Parents are positive about the care their children receive. Parents state that the childminder is reliable and provides a well- resourced learning environment. They add that they receive good feedback about their children's achievements. n While the childminder ensures an effective two-way system of communication, she acknowledges that even more can be achieved by offering parents ideas to extend learning at home, to promote consistency for children's care and development. n Partnerships with other professionals sharing the care of children attending are extremely well established. These partnerships make a significant impact on the outcomes for children with special educational needs and/or disabilities.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n enhance further the opportunities to support the partnerships between home and setting, to extend the outcomes and consistency for children's learning n build on the ways children benefit from their developing interest in literacy.

p.2

What the setting needs to do to improve further

n The inspector observed the childminder interacting with children outdoors and indoors. n The inspector spoke with the childminder about her aims for activities and how she plans for children's learning. n The inspector sampled the childminder's documentation and children's records. n The inspector spoke with children and parents and read parental feedback provided at the inspection. n The inspector spoke with the childminder about how she works with parents and others involved with the children attending, and how she evaluates the quality of her provision.

p.2

Effectiveness of leadership and management is good

The childminder uses her skills, knowledge and previous experience to offer children an interesting, challenging and exciting learning environment. She is very keen to maintain her skills and, for example, updates training on a regular basis. She explains that training to support her awareness of how children are inquisitive learners helped to embed what she already knows. She adds that training opportunities provide vital support networks to share practice and ideas with others. The childminder regularly reflects on her provision of care. She values the views of parents, children and other professionals. She has a clear plan for future improvement, which includes utilising more opportunities for outdoor learning experiences and sensory play to enhance further outcomes for children. Safeguarding is effective. The childminder has a secure understanding of all aspects of safeguarding matters. She knows how to protect children in her care.

p.3

Quality of teaching, learning and assessment is good

The childminder makes regular, focused observations of children's achievements. She has a very clear understanding of children's progress and plans well for their next steps in learning. This progress is shared in a timely way with parents, who are encouraged to share their contributions of children's achievements from home. The childminder is confident in how she interacts with children. She encourages children's independent learning and problem-solving skills. For instance, as children play with different vehicles they identify one as a 'red racing car with black wheels' and differentiate between fast and slow as they work out that the 'tractor will go slow and the car faster'.

p.3

Personal development, behaviour and welfare are good

The childminder offers a broad range of learning opportunities indoors and outdoors. She also provides a range of outings to support children's awareness of the wider world. Children enjoy visits in the village, particularly during times when building work is taking place, and gain insight to the roles people play in the community, such as the post office and fire service, during arranged outings. The childminder is extremely supportive of how children are accepting about their differences. Children with more complex mobility needs happily play alongside others using specifically designed toy cars. They confidently negotiate ramps and obstacle courses set up by the childminder as their more able- bodied friends run alongside them. The childminder is encouraging of children's healthy lifestyles. From an early age, she supports children's awareness of good handwashing routines and healthy eating, as well as regular outdoor experiences.

p.3

Outcomes for children are good

Children have fun and thoroughly enjoy their time with the childminder. Younger children develop their awareness of role play and imaginary experiences through their play with dolls or toy animals. Children work collaboratively together, for example when building a train track and fitting engines and trucks. They acknowledge their teamwork by saying 'we did it together'. Children show understanding of each other's feelings. They share, take turns and use polite language when speaking together. Children show readiness for the next stages of their learning.

p.3

Setting details

Unique reference number EY399781 Local authority Hampshire Inspection number 10102894 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 10 Total number of places 6 Number of children on roll 9 Date of previous inspection 22 October 2015

p.4

Registers

The childminder registered in 2009 and lives near Winchester, Hampshire. She operates Monday to Thursday from 7.30am to 6pm for most weeks of the year. The childminder holds a recognised childcare qualification.

p.4

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.

p.4

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.

p.4

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 .

p.5

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

p.5

Registers

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

p.5

Registers

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

p.5