Childminder EY241010

Overall effectiveness Good

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

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The provision is good

The childminder works closely with her assistant to provide an environment which is calm, nurturing and inclusive. Children show high levels of engagement and enjoy a wide range of challenging learning opportunities. The childminder and her assistant know the children very well. Children settle quickly and form strong attachments. As a result, children show emotional stability and approach learning with excitement and confidence. The childminder and her assistant focus on the children's interests and enjoyment when planning activities. These include daily outings to the forest and local parks to broaden children's experiences. Children are motivated to learn. For example, following a trip to a local green space, children excitedly explore the materials they have collected, such as leaves, walnuts, pine cones and twigs. They add the natural materials to paint and investigate textures. The childminder extends learning further by providing trays which children use to

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The provision is good

move the painted materials, exploring patterns and shapes. The childminder keeps her professional development up to date by attending courses and shares learning with her assistant. This ensures their knowledge and practice are current. The provider and her assistant are strong role models and have high expectations of children's behaviour. As a result, children are exceptionally well behaved and show compassion and respect for each other.

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need to do better?

n Children are well behaved and show kindness and respect to those around them. As a result, children display high levels of self-esteem and form strong friendships. For example, during a trip to the park, children encourage each other to try new ways of going down the slide. They show joy in each other's efforts and successes by clapping and cheering. n The childminder provides a varied and stimulating curriculum. which engages, challenges and motivates children to learn. She uses skilful observations to identify children's next steps and plans activities around their interests. For example, the childminder uses children's love of the outdoors to incorporate learning opportunities in all seven areas. Children show wonder as they collect fallen leaves, noting the different colours and discussing the change in seasons. They identify which tree each leaf came from by its shape and size and are introduced to new language, such as 'bracken'. However, occasionally the

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need to do better?

childminder and her assistant miss opportunities to further children's understanding of mathematical concepts during discussions. n The childminder and her assistant support children's communication skills well. Older children enjoy lots of conversation and show confidence when sharing their interests and recalling recent events. The childminder role models language to younger children by listening carefully and repeating emerging words correctly.

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need to do better?

2 October 2019 n Children have lots of opportunities to develop their physical skills and have access to plenty of fresh air. They visit the forest and local green spaces daily and enjoy running, climbing and investigating the natural world around them. However, the childminder and her assistant miss opportunities to develop children's understanding of how to keep their bodies healthy. n The childminder encourages children to be independent, preparing them for their next stage of learning. They are to attend to their own personal needs with support and even the youngest children have a go at putting on their own coat. n The childminder helps children understand potential risks and provides them with the knowledge they need to stay safe. For example, children identify the safest place to cross the road where they can see cars from every direction. The childminder is very aware of each child's abilities and knows when to encourage

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need to do better?

them to take measured risks within their play. For instance, younger children are supported to try more-advanced climbing apparatus, learning how to position their bodies to keep themselves safe. n Children are developing a sense of what makes them unique. They regularly talk to each other about their similarities and differences. They show interest and listen intently to each other's views and opinions. For example, while children put their coats on to go outside, they talk about their families and identify differences and things they have in common.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant attend regular safeguarding training. They have secure knowledge of the signs that may indicate abuse. This includes children at risk of extreme views. The childminder has the appropriate policies and procedures in place, which are referred to when a child welfare concern is identified. The childminder monitors children regularly and has thorough recording and reporting systems.

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should:

n strengthen the opportunities children have to explore and develop mathematical concepts n enhance the use of questioning to support children's understanding of what makes them healthy.

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Setting details

Unique reference number EY241010 Local authority Hampshire Inspection number 10069365 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 3 to 5 Total number of places 8 Number of children on roll 3 Date of previous inspection 5 November 2014

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Information about this early years setting

The childminder registered in 2003 and lives in the Hardley area of Hampshire. She is qualified to level 3 and works with an assistant. The childminder provides care to children on Monday to Friday from 7am until 6pm.

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Inspection activities

n The childminder gave the inspector a tour of the premises and together they carried out a learning walk, where they discussed the curriculum intent for the setting. n The inspector observed the childminder and her assistant playing with the children. She observed the quality of teaching and the impact this has on children's learning. n The inspector looked at a sample of documentation, including safeguarding policies and procedures and qualifications. n The inspector read written comments provided by parents.

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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.

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Inspection activities

2 October 2019 2 October 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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