Childminder in Hampshire

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 provides a happy, relaxed environment to promote children's play and learning. There are a wide variety of toys and resources for children to make independent choices from, to support their individual interests and motivate their learning. The childminder weaves learning through children's play. For instance, as children pretend to make tea and to blow out candles on the birthday cake, the childminder captures opportunities to teach younger children about the different colours in cakes.

p.2

The provision is good

The childminder has high expectations for children and she promotes their language skills well. The childminder reads stories to children and introduces new language to build on their good communication. However, sometimes she does not capture opportunities to fully extend and challenge the thinking skills of older and most-able children. Children develop good attitudes to learning. They are confident and articulate communicators and make good progress in their language skills.

p.2

The provision is good

The childminder places a strong focus on supporting children's social development. She helps children to learn how to play cooperatively with their friends. The childminder recognises when some children need extra support and sensitively helps them to learn to share and take turns with their friends. This contributes to children's positive behaviour and supports them to develop skills to be ready for their next stage in learning, including school.

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need to do better?

n The childminder establishes good partnerships with parents. This helps her to find out about children's individual interests, abilities and care needs. Parents comment positively on the information that the childminder shares with them. Furthermore, parents value the advice and support she gives them, such as helping to promote children's good sleep routines. n Children build strong bonds with the childminder, who is attentive to children's care needs. She recognises the uniqueness of each child and the importance of the role she has in promoting their personal, social and emotional development. She provides a homely and caring environment where the children's emotional well-being is nurtured. n The childminder is skilled at adapting learning for the differing needs of children. For instance, she provides younger children with crayons to draw with and encourages older children to practise using pencils in their creative play. This

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need to do better?

helps to develop children's hand muscle skills, in preparation for writing, when the time comes. n The childminder evaluates her setting to identify how she can drive improvement. She has completed all the required training and regularly meets

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need to do better?

30 September 2019 with other childminders. This helps her to keep up to date with the changes in legislation and improve outcomes for children. However, she has not considered how she can gain skills and knowledge that will be the most useful in helping her support the children she has attending in making the best possible progress. In particular, she has not considered how to gain knowledge to help develop older children's understanding of letters and the sounds that they represent. n The childminder encourages children to develop independence skills, appropriate to their age. For instance, children tidy away toys when they get ready for lunchtime. Older children learn to use cutlery confidently to feed themselves. Younger children learn how to drink using cups and wipe their hands and faces after they have eaten. These skills contribute to children's willingness to attempt new tasks for themselves and build on their growing independence.

p.2

need to do better?

n Children develop good language skills. The childminder models new words for children to hear and repeats back words children say, so they hear them pronounced correctly. Children develop good listening and attention skills. They enjoy sharing stories. However, sometimes the childminder does not consider how she can challenge older and most-able children's questioning skills to help them think through and share their own thoughts and ideas.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a robust knowledge and understanding of child protection. She completes and updates her safeguarding training regularly to ensure she knows how to keep children safe from harm. The childminder understands her roles and responsibilities in reporting any child welfare concerns. She implements local safeguarding policies and procedures, including legislation on keeping children safe from extreme views or ideology. This helps to ensure that children are kept safe.

p.3

should:

n provide the highest levels of challenge to support older and most-able children's critical thinking skills n focus professional development more precisely on gaining skills and knowledge that can be used to enhance the support for individual children's learning, based on their particular needs.

p.3

Setting details

Unique reference number EY348079 Local authority Hampshire Inspection number 10073854 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 29 February 2016

p.4

Information about this early years setting

The childminder registered in 2007. She lives in the town of Eastleigh, in Hampshire. The childminder provides care for children Monday to Friday, all year round. She receives funding for free nursery education for children aged two, three and four years. The childminder holds a relevant childcare qualification at level 3.

p.4

Inspection activities

n The childminder and inspector discussed children's learning and their progress and assessed the impact of the childminder's teaching. n The inspector observed children engaged in a range of activities. n The childminder provided the inspector with the written views of parents. n The inspector spoke to children and the childminder at convenient times during the inspection. n The inspector looked at a range of documentation, including safeguarding policies, training certificates and children's learning journals.

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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

30 September 2019 30 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.

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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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