Childminder EY481653

Inspection date 10 July 2019 Previous inspection date 21 July 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 very good understanding of her role. Since her last inspection, she has completed professional qualifications to update her skills. She implements this new knowledge efficiently to support outcomes for children. The childminder has updated her awareness of when, and why, to inform Ofsted of significant events. n The childminder uses her policies, procedures and risk assessments to promote children's health, safety and well-being effectively. n Systems to reflect on, and evaluate, the quality of the provision are good overall. The childminder has clear visions for future improvement and values feedback from parents. The childminder has started to instigate systems to obtain and act on the views of children. However, she has not fully embedded ways to reflect on these. n Children behave very well. They are respectful to each other. For example, they listen when others are talking. Children know the childminder's expectations and follow these

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This provision is good

at all times. This includes adhering to the rules for using the trampoline. n The childminder knows the children well. She uses her initial observations and discussions with parents to help her develop an understanding of children's interests and starting points. She monitors children's achievements effectively. Children make good progress. They have a warm bond with the childminder. n The childminder interacts purposefully and demonstrates good teaching skills. She engages children in their play, and they are motivated to learn. At times, however, she is not as proactive in promoting children's broader interests and understanding of the wider world. n The childminder understands the importance of working in partnership with parents and others who share the care of children attending. This is evident in how she supports consistency for children's care and development by speaking with teachers, for example, to find out how she can extend what children are learning at home, such

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This provision is good

as reading and phonics. Parents state that their children love attending, are happy and have made friends.

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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 extend further the ways children gain more knowledge and understanding of the wider world n seek and consider the views and suggestions of children to help evaluate and improve further the quality of practice.

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What the setting needs to do to improve further

n The inspector observed the childminder interacting with children, indoors and outdoors, after the school day. n The inspector spoke to the childminder about her aims for activities and how she works in partnership with school teachers. n The inspector spoke to the childminder about how she has updated her skills and knowledge. n The inspector spoke with children and parents. n The inspector sampled the childminder's documentation and children's records.

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Effectiveness of leadership and management is good

The enthusiastic childminder is keen to continually improve. She has embarked on a range of further training and professional qualifications. She confidently states this has helped her gain a much-improved knowledge and understanding of children's play and learning. She adds that she now has a thorough knowledge of other approaches and explained that she found work on cognitive behaviours, for instance, fascinating. She states her greater awareness of children's learning has helped aid the ways she plans her activities. Safeguarding is effective. The childminder has a secure understanding of all aspects of safeguarding matters. She knows how to protect children.

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Quality of teaching, learning and assessment is good

The childminder monitors children's progress effectively and plans well for their next steps, in line with what they learn at school. For example, she enhances children's understanding of literacy, speech and early writing skills through activities at home, following discussions with school staff. The confident childminder extends children's learning effectively. Children are engaged and interested. For example, children keenly suggest doing mathematical puzzles, where the childminder supports their understanding of shapes. Children confidently adapt their own play, for instance using the shapes to spell out letters of the alphabet, such as 'F', with squares and rectangles. The childminder encourages imaginary play. For example, in the mud kitchen, children pretend to make ice creams and milkshakes. The childminder helps to make learning fun. For instance, after children help to prepare their snack, she encourages them to select

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Quality of teaching, learning and assessment is good

five baked beans on their fork to help put numbers into context. She supports children in talking about their day, to promote the ways children gain confidence to speak within small groups.

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Personal development, behaviour and welfare are good

The childminder offers a broad range of stimulating and interesting resources which children access easily. She ensures children have opportunities to get fresh air and physical exercise. For example, children play in the garden and enjoy visits to local parks after the school day. The childminder promotes children's independence well. As a result, children take responsibility for their belongings when arriving back at the childminder's home. Children understand routines to support their health and safety, such as handwashing. They use good table manners and are respectful of each other's feelings. They demonstrate this as they give encouragement to each other during activities.

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Outcomes for children are good

Children enjoy their time with the childminder after their school day. They show interest and make great progress in their mathematical awareness. For example, when using shape puzzle pieces, they confidently identify a semi-circle and know that two of these together make a circle. They have understanding that, likewise, two squares joined together can make a rectangle. Children confidently recall other shapes, such as a hexagon. Children are physically active and are very keen to jump and practise skills on the trampoline. They have fun playing with the older children attending and show good social skills.

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Setting details

Unique reference number EY481653 Local authority Hampshire Inspection number 10076273 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 5 - 8 Total number of places 6 Number of children on roll 4 Date of previous inspection 21 July 2016

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Registers

The childminder registered in 2014. She lives in Oakridge, Basingstoke. The childminder holds a childcare qualification at level 5. She works Monday to Thursday for most weeks of the year. Currently, the childminder is working after the school day only.

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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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