Childminder EY297282

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

Children make good progress in their emotional development. They are happy, secure and form strong bonds with the childminder and her assistant. Children display confidence. They cheerfully talk about exciting events in their lives. They socialise with friends and share buggies. The childminder is a positive role model for all children. She demonstrates kind language. Children respond politely to her when she offers them food and drink.

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The provision is good

The childminder interacts well with children to move them on successfully in their learning. During the inspection, children enjoyed working with her to make a road using track. Children demonstrated a good understanding of shape when they excitedly talked to the childminder about pieces of track they still needed. They hunted for additional curved pieces to complete the looped road. The childminder reinforced children's knowledge of colour. She encouraged them to group cars of a similar colour together to drive along the road they had designed. The childminder frequently introduces new toys to her setting. However, it is difficult for young children to explore the area fully to select different toys and further enrich their learning. The childminder helps children gain an awareness that print signifies letters. She demonstrates this when she teaches children to spot their own label on the name board. They are happy to attempt this for themselves.

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need to do better?

n The childminder and her assistant collaborate well with each other to make sure that the busy setting runs smoothly. The childminder offers her assistant additional support. For instance, she shared strategies to promote positive behaviour among boys. The childminder invites her assistant to suggest ideas for new activities. Recently, the assistant suggested new games to challenge young children. n Children played a board game together, where they rolled dice. The assistant encouraged them to count dots on the dice to signify how far they needed to move on the board. Children displayed patience as they waited to make their next move. The object of the game was to collect cards. Older children were kind to younger children as they showed them how to collect game cards in small bags. n Children are aware of the location of favourite toys. They routinely bring these into the play area. However, it is difficult for children to demonstrate their

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need to do better?

independence fully. Some toys are difficult for young children to access by themselves. The contents of boxes are not obvious. Children are not able to choose from the full range of toys in the childminder's home. n The childminder frequently speaks to parents about children's education. She shares accurate reviews of children's progress and advises parents about

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need to do better?

6 November 2019 activities that will help children's progress at home. Parents are happy with the quality of care. They use words such as 'trustworthy' and 'accommodating' to describe the childminder's positive attributes. n All children develop good vocabulary. Young children confidently use an abundance of single words. They make comments about their favourite cartoon characters. Older children speak in long sentences. They assertively talk about a variety of different issues. n Children develop good physical skills. Older children display dexterity as they independently dress small dolls in cardigans. The assistant helps young children as they pretend to change dolls' nappies. Children are quick to attempt all activities for themselves. The childminder is always close by. Nevertheless, children display high levels of self-confidence. They only ask for help when they really need it. n The childminder encourages all children to support their own hygiene needs.

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need to do better?

Many children use the toilet independently. They respond to the childminder's good supervision and wash their hands after using the bathroom. Whenever possible the childminder adheres to routines that parents have set at home. For instance, she puts children down to sleep for agreed periods of time. n The childminder does not establish strong links with staff at other early years settings, who share care for the children. There is some contact made. However, she does not provide a fully consistent approach to learning by sharing as much information as possible.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder meticulously reviews all activities and makes changes to reduce risk to children. For instance, the childminder and her assistant reinforce the rules for children when they walk them to and from school. They encourage children to stay together and to follow instructions when they are crossing the road. Children gain a good understanding of how to stay safe when they are out with their families. The childminder has a secure understanding of a broad range of safeguarding issues. She refers to local authority information for additional guidance. She is confident to raise concerns about children's welfare to keep them safe from harm.

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should:

n offer children of all ages plenty of opportunities to choose toys independently to enhance their play n strengthen communication with other early years settings which share the care of children, to provide children with a consistent learning experience.

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Setting details

Unique reference number EY297282 Local authority Hampshire Inspection number 10063209 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 to 11 Total number of places 12 Number of children on roll 39 Date of previous inspection 14 October 2015

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Information about this early years setting

The childminder registered in 2004. She lives in the Hythe area, close to Southampton. The childminder and her assistant both hold appropriate childcare qualifications at level 3. The childminder operates before and after school on Monday, Tuesday and Thursday. On Wednesday and Friday, the childminder works between 7.15am and 6pm.

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Inspection activities

n The inspector and the childminder talked about the progress children are making in their development. n The inspector spoke to the childminder and her assistant about the methods they use to safeguard children. n Parents' feedback on the quality of the childminder's care was reviewed by the inspector. n The childminder's assistant led an activity, which the inspector and the childminder evaluated together, looking at the quality of teaching. n The inspector sampled certificates, documents and information which related to the childminder's service.

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Inspection activities

6 November 2019 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

6 November 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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