Childminder 111996

Inspection date 23 July 2019 Previous inspection date 31 May 2016

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This inspection: Good 2

Previous inspection: Met 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 Children are happy and settled in the childminder's care. They seek her out for comfort and to ask her to play with them. Children enjoy the childminder's company and she supports their emotional well-being effectively. n The childminder knows the children well. She understands what they like to play with and she uses these interests effectively to plan activities to support their learning. Children make good progress from their starting points. n The childminder provides a clean, calm and inviting learning environment for children. They can freely choose what to play with. This supports their developing independence skills. n The childminder builds strong partnerships with parents. She understands the importance of working with other settings children attend to help continuity in children's care and learning. n The childminder is keen to improve her practice. However, she does not always keep her skills and knowledge updated at all times. She does not, for example, have a

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This provision is good

secure understanding of changes to legislation, although this does not have a significant effect on her ability to care for children. n The childminder evaluates her setting to identify what works well and any areas of weakness. She considers changes and improvements that will benefit the children in her care and help raise their outcomes. n Occasionally, the childminder does not consistently support children's communication to the highest levels. At times, for instance, she does not use opportunities as children play to help develop their spoken language.

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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 make the most of opportunities to refresh and update skills and knowledge to help raise children's outcomes further n use opportunities as they arise when children play to consistently support their spoken communication.

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What the setting needs to do to improve further

n The inspector observed the childminder and children as they played. She listened to their interactions and talked to them at appropriate times. n The inspector held discussions with the childminder in relation to observations of children's play, learning and progress. n The inspector sampled documentation, including children's records and suitability checks. n The inspector took note of written views from parents. n The inspector viewed areas of the house and garden used for the care of children.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder understands her role to keep children safe at all times. She makes use of thorough risk assessments, for instance, to help her identify and minimise any hazards to children. The childminder knows what actions to take if she has any concerns about children's welfare. The childminder is a positive role model for children. She teaches them good manners, for example, and speaks to them in a quiet and respectful manner. Children respond positively to the childminder and they behave well.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She asks parents when children first start what their children can do already at home and what they need support with. The childminder has ongoing conversations with parents and makes accurate observations of children as they play to help identify children's next steps in their learning. For example, children who enjoy completing simple jigsaw puzzles are challenged to complete those with more pieces. This supports their early mathematical development. Children enjoy a range of engaging activities, such as playing with coloured rice. Young children delight in the sensory experience the rice offers and older children enjoy identifying colours. They learn to play alongside each other and share resources, supporting the development of their social skills.

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Personal development, behaviour and welfare are good

The childminder works with parents to ensure children learn about healthy and active lifestyles. For instance, children enjoy daily outings to local parks where they play on physically challenging equipment. The childminder uses daily routines to promote children's good health effectively. Children take part in outings to help them explore the local community. For example, they travel on the bus to the local library, which helps them develop an understanding of different people in the wider world.

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Outcomes for children are good

Children are self-motivated learners. They are curious and keen to take part in activities that the childminder plans. Children make decisions and are independent throughout the setting. They learn to handle books carefully and enjoy sharing stories. This supports their early reading skills. Children eagerly try to put on their own socks and use their fine-motor skills to explore resources, such as stickers. They learn about sizes and shapes, which supports their early mathematical skills. Children confidentially communicate and talk about what they want to do. They ask for help when they need it. Children learn many skills to help them when they move on to school.

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Setting details

Unique reference number 111996 Local authority Hampshire Inspection number 10060457 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 - 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 31 May 2016

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Registers

The childminder registered in 1992. She lives in Winchester, Hampshire. The childminder provides care from 8am to 6pm, Monday to Friday, throughout the year. She accepts funding for the provision of free early years education for children aged three and four years.

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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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