Childminder in Hampshire

Inspection date 28 May 2019 Previous inspection date 23 June 2016

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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

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This provision is good

n The childminder has a good knowledge of working with children with special educational needs and/or disabilities. She has developed effective partnerships with a range of different professionals to promote continuity in children's care and learning. n The childminder uses accurate assessments to monitor children's progress and to identify any gaps in their learning and development. She uses this to help children make good progress in their learning. n The childminder does not take full advantage of the wonderful opportunities she creates to challenge children's thinking. For example, children are quick to plant, water and surround strawberry plants with grit. However, neither their curiosity nor their understanding is further inspired through activities, such as examining root systems or searching for the strawberry eating mini-beasts. n The childminder has begun to work in partnership with parents to establish a healthy

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This provision is good

approach to eating. This has also motivated her to start growing a very wide range of vegetables with the children. However, children are still reluctant to try new fruits and other attractive and nutritious foods that the childminder provides. n Children are keen to explore and confident to experiment. They are increasingly independent, developing skills that prepare them well for the next stage in their 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 develop further children's skills in making healthy choices to raise their enthusiasm for trying and enjoying a broader range of meals n develop children's curiosity in activities that attract their interest in order to help challenge their thinking and accelerate their learning.

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What the setting needs to do to improve further

n The inspector observed, listened to and talked with children as they played outdoors and indoors. n The inspector reviewed policies and discussed the procedures relating to children's safety and welfare with the childminder. n The inspector looked at children's records, the childminder's planning and evaluation of activities, and information exchanged with parents. n The inspector took account of the views of parents through wider discussions around children's observations. n The inspector spoke with the childminder about the impact of her training, experience and practice on children's well-being, learning and development.

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Effectiveness of leadership and management is good

The childminder is just completing a foundation degree in early years education. She is reflective and has made extensive use of her studies to evaluate and further improve her own setting. The childminder has a clear vision and high expectations for her practice and for the children in her care. Similarly, she has an in-depth knowledge of safeguarding children and has learned from further research, such as serious case reviews in child protection. Safeguarding is effective. The childminder knows how to report different concerns and who to contact for further advice. Children play in safe environments and access toys and experiences that stimulate all areas of their learning and development.

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Quality of teaching, learning and assessment is good

The childminder keeps detailed information about the progress children make. She shares this regularly with parents and uses it effectively to identify and target next steps in children's learning. The childminder plans very carefully and adapts activities to cater for children's individual interests. For example, following a trip to the zoo, the childminder finds story books, props and home-made animal masks to extend children's interest in wild animals. She links other targets, such as planting fruit, with stories of wild animals that choose and eat different fruits. Overall, children begin to appreciate the diversity of animals, fruits and different habitats in the world. They develop a broad vocabulary that reflects the rich experiences they share with the childminder.

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Personal development, behaviour and welfare are good

The childminder has established strong partnerships with parents. She works alongside them to help support children's individual needs and prepare them for change. Children settle in quickly and gain confidence in making new friends before they start school. The childminder provides extensive opportunities for children to play and learn outdoors. She encourages children to be actively involved in identifying and assessing any possible risks, such as using wheeled toys near a step and climbing over logs in the woods. The childminder values children's comments and opinions. Children develop the confidence to approach her for help, guidance or a reassuring hug. Children are often charming and polite. They understand the consequences of their actions on others and learn to take care of each other.

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Outcomes for children are good

Children of all ages make good progress. Young children experiment creatively and persist in mastering new skills, such as bubble blowing and riding a scooter. They like being together and develop good social skills. Older children are socially, emotionally and academically well prepared for school. For instance, they learn to fasten shoelaces and buckles. They practise changing independently as they dress up and play imaginative games. Children's literacy and mathematical skills develop well. They independently follow visual and numbered instructions to construct circuit boards, successfully connecting a battery to power a small light or propeller.

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Setting details

Unique reference number EY469563 Local authority Hampshire Inspection number 10075573 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 2 - 5 Total number of places 6 Number of children on roll 3 Date of previous inspection 23 June 2016

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Registers

The childminder registered in 2013 and lives on the outskirts of Winchester in Hampshire. She operates Monday to Thursday from 7am to 3pm.

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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

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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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