Childminder EY271490

Inspection date 12 August 2019 Previous inspection date 11 November 2015

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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 provides a warm, welcoming and nurturing environment. Children move around the home safely and are able to choose from a wide range of resources. n The childminder continuously reviews and develops the service she provides to benefit children. n The childminder has a passion for supporting children's development and understands the key role she has in this. She focuses on the individual needs of children to ensure they get a tailored experience throughout the day. n Children behave extremely well and show respect to each other. Toddlers use familiar routines to navigate their day. As a result, they have become skilled at tidying up at the end of the session and take care of toys and resources. n Children have many opportunities to be active. For example, they have access to a large garden, regularly visit local parks and enthusiastically join in with dance and movement activities. n The childminder provides good opportunities for children to develop early reading skills.

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This provision is good

Children confidently join in with familiar stories and enjoy sharing them with friends. n The childminder has not fully considered ways to review her assistant's ongoing performance and professional development to raise the good quality of teaching to an even higher level. n At times, the childminder does not make effective use of everyday opportunities to support children's understanding of mathematical concepts.

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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 review the effectiveness of the assistant's practice and their continual professional development to identify suitable opportunities to help improve practice and children's outcomes further n explore how to make greater use of everyday opportunities to extend older children's understanding of mathematical concepts.

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What the setting needs to do to improve further

n The inspector took a tour of the premises with the childminder. n The inspector observed interactions between the children, the childminder and the childminder's assistant. n The inspector spoke with parents and took further written views into account. n The inspector sampled some of the childminder's paperwork and records, including learning journals and policies. n The inspector reviewed the suitability of those living and working in the property.

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Effectiveness of leadership and management is good

The childminder has high expectations of the children and her assistant. She understands her setting well and accurately identifies their strengths and areas for development. For example, younger children enjoy choosing from a greater selection of resources, following the introduction of new floor-level storage. The childminder and her assistant have a strong, positive relationship. Children model this behaviour, which promotes the good relationships they have with each other. Safeguarding is effective. The childminder and her assistant have a good understanding of how to identify risks for children. They understand the importance of keeping accurate records and how to use these when reporting concerns.

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Quality of teaching, learning and assessment is good

The childminder monitors children's progress effectively. She uses regular observations of children and records their progress in learning journals. The childminder and her assistant understand how to promote children's needs effectively and closely follow their interests. The childminder confidently differentiates activities to meet the needs of all children. For example, a sensory cake-making session supported the development of fine-motor skills for the youngest children and allowed older children to explore imaginary play. The childminder identifies the importance of early communication and language skills. She works hard to promote this through a wide range of activities and resources. For example, they regularly sing songs that use words, actions and rhythm to promote language acquisition. The childminder makes good use of local community resources, for example, regularly taking children on listening walks in the forest that

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Quality of teaching, learning and assessment is good

encourage discussion, concentration and social engagement.

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Personal development, behaviour and welfare are good

The childminder provides a stimulating, engaging environment, both indoors and out. Children show curiosity, are motivated to explore and show confidence in taking risk. They listen carefully to adults and share experiences with each other. The childminder and her assistant take a consistent, calm approach towards children that promotes their good behaviour. The childminder promotes children's independence skills well. For example, children have time during meals to explore the use of spoons. The childminder values the partnership she has with parents. She works hard to make sure parents feel fully engaged with their children's care and development. Children have access to a range of opportunities in the garden that help them to develop physically. For example, children explore pushing, pulling and driving ride-on cars up and down the slope.

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Outcomes for children are good

Children make typical progress for their age. They concentrate for long periods on activities that interest them. For example, young children independently choose books and explore the pictures. Children use their developing communication skills to enjoy shared activities with adults and other children. For example, one child excitedly shared with the inspector how they, along with their friends, had successfully grown tomatoes and cucumbers. Children understand routines and follow them confidently, which helps them in their preparation for their next stage of learning.

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Setting details

Unique reference number EY271490 Local authority Hampshire Inspection number 10063197 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 1 - 3 Total number of places 12 Number of children on roll 12 Date of previous inspection 11 November 2015

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Registers

The childminder registered in 2003 and lives in Lymington, Hampshire. She provides care on weekdays for most of the year. She works with one assistant. The childminder holds an early years qualification at level 3 and receives government funding for the provision of free early education for children aged two, three and four years. Her assistant holds a relevant early years qualification at level 3.

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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

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