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 warm and inviting home-from-home environment. Children have strong emotional attachments with the childminder and other children. This helps to build on their good social skills and contributes to the children feeling settled and secure. The childminder is a good role model. She treats children with kindness and respect. This encourages children to show consideration for others. This is demonstrated as older children help their younger peers to use ride-on toys in the garden.

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The provision is good

The childminder supports children to be independent. Children learn to wash their hands before snack time and persevere to put on their shoes and coats ready for outdoor play. They learn to think about their own personal safety and walk down the stairs carefully, holding onto the banister. The childminder plans learning experiences that stimulate children's curiosity and they are keen to join in with activities. For instance, they eagerly dig for hidden vegetables in the soil and explore the different textures. The childminder engages children in discussion, models words clearly and repeats words to develop their vocabulary. However, she does not consistently give children time to think and respond to questions asked to help them build on their thoughts and ideas.

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need to do better?

n The childminder reflects on her practice and evaluates the effectiveness of her provision. She makes plans to improve her setting for the benefit of the children in her care. For example, since the previous inspection, she has enhanced the environment to provide more play space for children. The childminder keeps up to date with recent changes in legislation. She completes mandatory training and regularly networks with other childminders to share good practice ideas. However, she does not focus her professional development precisely enough to further develop her good teaching skills to help maximise children's learning. n The childminder regularly checks what children know, understand and can do. She uses her ongoing observations well to decide what children need to learn next. This has a positive impact on developing children's knowledge and skills. For example, the childminder provides a variety of craft resources to help build

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need to do better?

on children's small-muscle skills. Children use props that relate to nursery rhymes with genuine interest. For instance, they sing 'Incy Wincy Spider' and pull the spider up a pipe with great enthusiasm. The childminder reads stories to children and has a variety of storybooks for the children. However, these are not easily accessible to children. Therefore, children miss opportunities to develop their literacy skills and enjoyment of books even further. n The childminder forms good partnerships with other providers, including schools. She contacts staff in the pre-schools that children attend and shares information

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need to do better?

7 November 2019 about what children need to know and do. This helps the childminder to develop an effective two-way flow of information to help ensure consistency in children's learning. n Children develop a good understanding of mathematical skills from a young age. For example, children persevere and consider where to place different-sized blocks. The childminder uses opportunities such as these to talk about 'bigger' and 'smaller'. This helps to build on children's knowledge of number, size and shape. n Children are beginning to learn about the importance of healthy lifestyles. They enjoy snacks prepared by the childminder, show good manners and sit patiently at the table until their friends have finished their food. Children have many opportunities to enjoy fresh air and exercise. They spend time in the garden and attend physical activity classes in the local community. The childminder enhances children's awareness of their natural environment, for example,

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need to do better?

through visits to the local parks. n The childminder has good partnerships with parents. She keeps them up to date with their children's progress, for example, through daily discussions. This helps them to support their children's learning further at home. Parents are complimentary about the childminder. For example, they state they are happy with the care and learning their children receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains an up-to-date knowledge of safeguarding, such as through regular training. She is aware of the importance of monitoring and promoting children's good attendance. The childminder knows how to identify if a child is at risk of harm, including from extreme views or behaviours. She understands that she must refer any concerns about a child's welfare to safeguarding agencies. The childminder risk assesses her home effectively. She gives children clear explanations and sensitively reminds them to tidy away toys as they may cause trip hazards.

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should:

n allow children more time to process their own thoughts to help them make the best possible progress n provide more opportunities for children to look at a wide range of reading materials to develop their interest in books even further n develop a focused programme of training to support ongoing professional development to raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY440336 Local authority Hampshire Inspection number 10075040 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 8 Total number of places 6 Number of children on roll 11 Date of previous inspection 7 January 2016

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Information about this early years setting

The childminder registered in 2012 and lives in the Rownhams area of Southampton. She operates all year round from 7.30am to 6.30pm, Monday to Friday. The childminder holds a relevant qualification at level 3.

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Inspection activities

n The inspector spoke to children and read written statements from parents to gather their views of the childminder's provision. n The childminder and the inspector discussed matters relating to safeguarding and the self-evaluation process. n The inspector looked at relevant documentation, including training certificates and public liability insurance. 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 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.

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Inspection activities

7 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

7 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

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