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

p.1

The provision is good

The childminder is passionate about creating an inclusive environment for all children. She knows children well and plans activities that follow their interests.

p.2

The provision is good

Children are imaginative and learn to include others in their play. For example, they show strong relationships with their peers and work together to build a train track. Children demonstrate an understanding of size and shape and learn to recognise numbers, such as on cars and trains. They show good problem-solving skills and successfully connect one end of the track to the other. Children are confident in their environment. They invite the childminder into their play and ask for support without hesitation.

p.2

The provision is good

Children show good levels of engagement in activities and eagerly explore and make new discoveries. For example, they independently select cars, tractors and trucks to play with. They dig in the soil and use a range of resources to fill containers. The childminder uses opportunities such as these to encourage children to count and learn new words, such as 'full' and 'empty'. However, on occasion, she does not use her knowledge of children's individual development needs to challenge them as fully as possible.

p.2

need to do better?

n The childminder reflects on the service she provides and identifies ways to improve further the already good provision. For example, she has recently enhanced the cosy book area to make this more inviting and accessible. This has had a positive impact on outcomes for children. For example, children show a love for books. They ask the childminder to read their favourite stories and they listen with genuine interest. n The childminder takes children on regular outings in the local community. For example, children enjoy visits to local farms and toddler groups. These help children to develop good social skills and gain an understanding of the wider world. Children benefit from walks to local parks where they access large play apparatus. They develop an understanding of how to keep themselves safe, such as negotiating their way safely over play equipment. In addition, they learn about what to do in the event of a fire and about road safety.

p.2

need to do better?

n Partnerships with parents are good. The childminder works closely with parents to find out information about children's care needs and interests before children start attending the setting. Parents make positive comments about the childminder. They comment on the wide range of learning experiences the childminder provides for their children. n The childminder provides a calm and relaxing atmosphere for children to play and learn in. Children are busy and engaged. They welcome praise and

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need to do better?

15 October 2019 recognition for their achievements, which help to raise their self-esteem and confidence. n The childminder observes children as they play and takes photographs to share with parents. She monitors children's progress carefully and quickly identifies any delays in their learning. The childminder is focusing her professional development on areas that children need to develop further. However, this is not yet embedded to drive the already good quality of care and learning towards even higher levels. for example, to help children develop and master the skills they need to help manage their emotions and prepare them successfully for future learning. n Children develop good levels of independence. They find and put on their boots and coats, ready for going outdoors, and manage their self-care needs well from a young age. Children cut up their fruit and learn how to use tools, such as knives, safely and for a purpose. They benefit from nutritious meals, regular

p.2

need to do better?

exercise and fresh air in all weathers. This helps to promote their physical health well. n Children explore the natural world. They listen to different sounds in the environment, look for spiders in the garden and discuss what they see and hear. The childminder supports children's speech and language effectively. This is demonstrated as she speaks clearly and listens to what children have to say.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities in relation to child protection issues very well. She attends regular up-to-date safeguarding training and knows how to report any child welfare concerns to the relevant professionals. For example, the childminder has broadened her understanding of wider safeguarding issues, such as protecting children from extreme views and behaviours. The childminder is organised and makes sure children are cared for in a safe and secure environment. She supervises children vigilantly and ensures activities and visits are stringently risk assessed to help minimise any hazards to children.

p.3

should:

n refine assessments to more precisely identify how to support children's individual learning further, to help them achieve the best possible outcomes n refine teaching to help children to develop and master the skills they need to prepare them successfully for later learning.

p.3

Setting details

Unique reference number 113221 Local authority Hampshire Inspection number 10063334 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 5 Total number of places 6 Number of children on roll 5 Date of previous inspection 22 January 2016

p.4

Information about this early years setting

The childminder registered in 1994. She lives in Southampton, Hampshire. The childminder offers care all day, Monday to Friday. She provides funded early education for three- and four year-old children. The childminder holds an early years qualification at level 3.

p.4

Inspection activities

n The childminder showed the inspector around the areas of her home that are used for childcare. She talked about the different activities she provides to support children's learning and development. n The inspector observed the childminder interacting with children. She assessed the impact of her teaching on what children know and can do and discussed her observations with the childminder. n The inspector spoke to the childminder and to children at appropriate times during the inspection. She also took account of the views of parents from discussions and written feedback provided. n The inspector looked at a selection of documents, including evidence of suitability checks carried out on people at the address.

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Inspection activities

15 October 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

15 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

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