Childminder EY363179

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children settle well, feel safe and are at ease. They develop positive relationships with the warm and caring adults working at the setting. Children learn about their own and others' feelings, such as during discussions about how book characters are feeling. In addition, they learn meditation techniques, which support children's sense of well-being. Adults encourage children to show care and consideration for others, including sharing resources from a young age. Children are motivated and enthusiastic learners who enjoy the activities provided. They concentrate and maintain their interest during activities very well.

p.2

The provision is good

Adults work closely with parents to carefully consider children's next steps in learning. They weave these effectively into daily routines, activities and outings. For example, during visits to the nearby adventure playground children learn to take and manage appropriate risks. This helps children to develop their physical skills and develop confidence in their abilities. Children's communication, language and literacy skills are enhanced effectively by adults. For example, adults speak clearly to them and introduce new words to extend children's vocabulary. Children learn about rhythm as they tap out patterns of sounds and chant rhyming words. They enjoy looking at books independently and choose their favourites to be read to them.

p.2

need to do better?

n The childminder provides a well-maintained and thought-out environment. She provides interesting and stimulating resources that promote children's curiosity and interest in learning. A daily safety check of the home helps to provide a safe environment for children. The childminder understands the required ratios of adults to children and maintains these effectively. n The childminder, co-childminder and assistants have a good understanding about individual children's learning needs. They recognise when children may need some extra help or challenge. This helps adults to successfully plan for children's next steps in learning. Children receive good-quality interactions and teaching. At times, adults do not fully respond to children's interests to help build on these further. n Adults' continual observations help them to identify resources to further aid children's development. For example, they identified that a different style of

p.2

need to do better?

pencil would support a child's early writing skills better. This was further extended outside with similar-sized chalks to mark make on the patio. Adults skilfully brought in other areas of learning, such as teaching children about mathematics as they drew shapes and talked about sizes. Furthermore, children jumped in and out of a large shape and tested out their balancing skills when walking around the outline of it, supporting their physical development well.

p.2

need to do better?

16 September 2019 n The childminder leads and manages her setting effectively, overall. She and her co-childminder support their assistants well and encourage them to complete additional training. From recent training, they have started to teach children a new word and its meaning each day to help extend children's vocabulary and literacy skills. At times, the childminder does not promptly address some gaps in her assistants' knowledge and skills. In addition, occasionally the childminder and the other adults working with her do not organise themselves as effectively as possible. As a result, the previous higher quality of provision has not been maintained. n Partnerships with parents and other settings are strong. The childminder forms good links with the pre-school and school and successfully involves parents in their children's learning. The strong communication helps to provide a consistent approach to meeting each child's needs. Parents speak highly about the

p.2

need to do better?

childminding service and their children's time there. They provide feedback which the childminder reflects on to make changes. For example, children are now encouraged to be more independent, such as learning to put their coats on without help. n Children's well-being is promoted effectively. Babies follow their own routines for sleep and are monitored very carefully at these times. Children follow good hygiene routines and are cared for in a clean environment. They are encouraged to develop healthy tastes and try a variety of foods, such as different types of fruit, wholemeal pitta and salad.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities to protect children's welfare. She has an up-to-date knowledge of the possible indicators that would raise her concerns about children's well-being. The childminder and other adults working with the children regularly refresh their knowledge of child protection. There are clear procedures to protect children's welfare, such as when taking photographs or keeping electronic information about children. For example, adults know that when taking photographs of children their colleagues need to be present. They understand the arrangements to delete photographs from individual devices at the end of each day.

p.3

should:

n take better account of children's interests and responses to support their learning and development more effectively n review the organisation of the childminding setting and the assistants' practice to extend the good-quality provision to a higher level.

p.3

Setting details

Unique reference number EY363179 Local authority Hampshire Inspection number 10122905 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 11 Total number of places 18 Number of children on roll 54 Date of previous inspection 31 October 2016

p.4

Information about this early years setting

The childminder registered in 2008. She lives in Eversley, in Hampshire. The childminder provides care between 7.30am and 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. She is registered to receive funding for the provision of free early education for children aged two, three and four years. The childminder holds an appropriate qualification at level 3. She works with another registered childminder and they employ assistants to work with them. An out-of-school provision is also offered as part of the childminder's registration at the nearby school.

p.4

Inspection activities

n The childminder and inspector completed a learning walk with a tour of the home and a discussion. n A joint observation was carried out by the childminder and the inspector. The inspector observed children's play and activities indoors and outside, and their interactions with adults caring for them. n During the inspection, the inspector spoke to parents and carers available on the day and reviewed written feedback from other parents and older children. n A selection of documents were viewed, including a sample of children's records and the qualifications of adults working with children and evidence of all adults' suitability. n The inspector spoke to the childminder and other adults who work on the premises and interacted at appropriate times with the children present.

p.5

Inspection activities

We carried out this inspection 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.5

Inspection activities

16 September 2019 regulates and inspects to 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.5

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6