Childminder EY547472

Inspection date 25 June 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n The childminder has a robust knowledge of the curriculum and provides a broad range of interesting experiences that support children's learning. For example, they go to local woodlands to hunt for 'minibeasts'. This encourages children to explore their surroundings and helps them to learn about how to care for living things. n The childminder monitors children's progress well. She uses what she already knows about children to plan activities. She has an adaptable approach to her planning and takes the lead from children. This has a positive impact on children's outcomes. n Partnerships with parents are well established. The childminder communicates with parents effectively. Parents speak highly of the childminder. They say that she adapts her provision to suit the needs of children. Parents are able to continue their children's learning at home because of the good range of information the childminder shares with

p.1

This provision is good

them. n Children are confident to make choices and decisions, as the childminder promotes this well. For instance, resources are easily accessible to children, who take great joy in choosing freely from these to motivate their play. n The childminder supports children's vocabulary skills well. She communicates clearly with children, who enjoy repeating back the new words they hear. This helps to support children's communication skills, in readiness for their future learning. n Although the childminder has high expectations of behaviour, she does not help children to manage their behaviour effectively at all times. On some occasions, this hinders the flow of learning for some children. n The childminder does not consistently support children to sustain their focus and build their concentration skills during some activities.

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 strengthen how behaviour management strategies support children to learn how to manage their behaviour at all times n strengthen the organisation of adult-led activities to help children focus and concentrate more consistently.

p.2

What the setting needs to do to improve further

n The inspector viewed the areas of the home used for childminding. She observed activities and care routines and assessed the impact these have on children's learning. n The inspector spoke to the childminder about safeguarding procedures and how she plans for and monitors children's learning. She viewed a range of documentation, including children's learning records, policies and evidence of suitability checks for those living and working on the premises. n The inspector looked at written feedback from parents to obtain their views. n The inspector interacted with and spoke to children.

p.2

Effectiveness of leadership and management is good

The childminder completes self-evaluation well. She gains views and ideas from parents, children and other local professionals through discussions and observations. She has recently improved how she adapts her planning to incorporate other ways that children prefer to learn. This has had a positive impact on children's curiosity and motivation, to support their good progress. The childminder monitors children's progress effectively, to ensure outcomes for children are good. Safeguarding is effective. The childminder has a good knowledge of child protection to help keep children safe. She is proactive at keeping up to date with new early years information and is keen to build on her knowledge even further. The childminder attends a good range of beneficial training and briefings. For instance, she has explored the curriculum further, which has inspired her to plan different activities for children to develop their well-being and support them in

p.3

Quality of teaching, learning and assessment is good

The childminder helps children to prepare for their eventual move to school well. For example, children confidently count as they play a hoop catching game. The childminder models language well as she plays alongside children. For example, she talks to children about what she is doing and teaches them how to use their senses as they make 'potions' together. She uses good open-ended questions such as 'what does it smell like?' and 'what colour is it?' She gives children time to think and answer, as they confidently describe their own ideas. This helps to support children's good communication and language skills.

p.3

Personal development, behaviour and welfare are good

Children show that they are happy and content in the care of the childminder. She uses the routines that children have at home when they are settling into her home. This supports children well when adjusting to their new surroundings. The childminder is a good role model for children. For example, she models good manners and encourages children to help with tasks, such as tidying away resources. Children thoroughly enjoy the variety of opportunities they have to play outdoors in the fresh air. They go on regular outings in the community, such as to parks, libraries and playgroups. This supports a healthy lifestyle for children. It also helps to develop their understanding of the diverse society that they live in.

p.3

Outcomes for children are good

Children are active and enthusiastic in their play. They develop good independence and self-care skills. For example, they wash their hands independently before they have their snack and they put on their shoes as they get ready to go outside. Children acquire valuable skills in preparation for their next stage of learning. Younger children develop their vocabulary by learning new words rapidly. Older children develop their social skills as they learn how to work together. Younger children persist well in tasks, gaining confidence in completing activities successfully.

p.3

Setting details

Unique reference number EY547472 Local authority Hampshire Inspection number 10107857 Type of provision Childminder

p.4

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

p.4

Registers

The childminder registered in 2017. She lives in Holbury, in Hampshire. The childminder holds a level 3 qualification in early years education. She receives funding for children aged two, three and four years old. The childminder provides care Monday to Friday from 8am to 5pm all year round.

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