Childminder 510575

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 thrive in the warm, welcoming and inclusive environment. Strong relationships between the childminder and children are evident, and children feel safe and secure in the childminder's care. The childminder has high ambitions for all children and demonstrates a good understanding of the age, abilities and individual interests of the children in her care. She gathers information from parents and completes regular assessments, to check what children know and can do. She uses this information to plan suitably challenging activities to help them to progress further.

p.2

The provision is good

Children confidently make choices from a good range of resources and play materials, and become engrossed in their play. The childminder ensures the environment is stimulating for all children. She promotes children's communication and language well, and children develop good speaking and listening skills. The childminder is a positive role model, and teaches children to communicate positively and to listen to what others have to say.

p.2

The provision is good

Children make good progress from their starting points. They are confident and friendly. They engage eagerly in meaningful conversations, and respond well to others. They successfully develop valuable social skills which prepare them for their future lives. They demonstrate high levels of imagination during role play, and act out their previous experiences. They are confident, inquisitive and excited to learn.

p.2

need to do better?

n The childminder is committed to providing the best possible care and education for all children. She uses children's interests to plan exciting activities that help children effectively to develop an eagerness to learn. For example, children listen to their favourite stories and create books using a variety of materials, including natural objects collected during woodland walks. They show pride in their achievements, and share the books they have made with parents and staff at other settings they attend. n Children have plenty of rich opportunities to explore the outdoors and develop an awareness of how to keep themselves safe. The childminder organises weekly trips to the local library and parks, and children play in her safe and secure garden. They have good opportunities to take risks and to develop their independence as they use age-appropriate apparatus during their play. n The childminder provides enjoyable activities that support children's literacy

p.2

need to do better?

skills. For example, children sit and cuddle the childminder as they listen with interest to familiar stories and predict what might happen next. n The childminder makes good use of spontaneous opportunities to extend children's understanding. For instance, as children play with two- and three-

p.2

need to do better?

10 March 2020 wheeled vehicles, she explains that one is called a bicycle and the other is a tricycle. However, occasionally, when the childminder asks children interesting questions, she does not allow them enough time to think and respond. n Children behave well. The childminder has high expectations of children's behaviour and conduct. She takes appropriate action and is proactive in introducing strategies to support children who struggle with regulating their behaviour. Children learn how to manage their own feelings, and understand how their behaviour impacts on others. n The childminder is committed to her role, and to her ongoing professional development. She makes good use of training and networking opportunities with other professionals, to discuss practice issues and develop her knowledge and skills further. n Overall, the childminder promotes children's health and well-being effectively. Children benefit from regular fresh air and exercise, such as playing in the well-

p.2

need to do better?

resourced garden, and have regular visits to parks and woodlands. However, although the childminder provides healthy meals and snacks, she does not always talk to children about the benefits of making healthy food choices as part of leading a healthy lifestyle. n Partnerships with parents are very effective. The childminder builds positive relationships with parents, and keeps in regular contact with them throughout the day about their children's activities. Written feedback from parents is very positive. They report how well the childminder manages children's behaviour and that she shares information with them about children's learning and development effectively. n Although children use some mathematics during play, such as in songs and rhymes, the childminder does not recognise some good opportunities that arise to encourage their counting and use of numbers.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is secure in her knowledge and understanding of how to keep children safe. She knows what procedures she must follow should she have a concern about a child in her care. The childminder keeps her knowledge of wider aspects of safeguarding children up to date. She completes training such as the 'Prevent' duty. This helps her to protect children from extreme views and ideas. Children's well-being is always at the forefront of the childminder's mind. She constantly supervises them and regularly completes risk assessments on her home to identify and eliminate any potential hazards.

p.3

should:

10 March 2020 n make better use of play opportunities and daily routines to consistently extend and challenge children's understanding of mathematics n allow children more time to think and respond to questions in order to develop their thoughts and ideas further n provide more consistent opportunities for children to develop their awareness of making healthy food choices, and understand how this contributes towards their health and well-being.

p.3

Setting details

Unique reference number 510575 Local authority Hampshire Inspection number 10136331 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 6 August 2015

p.5

Information about this early years setting

The childminder registered in 1997 and lives in Chineham, near Basingstoke in Hampshire. She operates her childminding service all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. The setting receives funding to provide free early education for children aged three years.

p.5

Inspection activities

n The inspector and the childminder had discussions to help the inspector understand how the early years provision and the curriculum are organised. n The inspector asked the childminder questions throughout the inspection to evaluate her understanding of how to safeguard children and to establish how she assesses and plans for children's learning. n A joint evaluation of an activity was completed with the childminder. n The inspector looked at written feedback from parents and took their views into consideration. n The inspector observed the interactions between the children and the childminder and considered the impact on children's learning.

p.5

Inspection activities

10 March 2020 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

10 March 2020 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7