Childminder in Portsmouth

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 creates a welcoming, safe and vibrant environment to motivate children's play and learning. Toys and resources are plentiful and well organised to enable children to choose freely. The childminder understands the differing needs and abilities of children, so they benefit from a well-planned curriculum. As a result, younger children are keen to take part in play experiences and gain confidence in their growing abilities. Children make good progress and are keen to learn. They develop good attitudes to learning to help them gain new skills and knowledge. For instance, older children persist in new and challenging tasks to successfully develop their good physical coordination skills.

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The provision is good

The childminder places a strong focus on supporting children's personal, social and emotional development. She provides good levels of care, which supports children's emotional well-being effectively. Babies relish opportunities to cuddle with the childminder and their friends, for instance when they sit together to share favourite stories. The childminder is attuned to the physical care needs of children, which maintains their welfare. For instance, she recognises when children need rest or food, and she sensitively meets these needs. Children are happy and behave extremely well. They are polite and courteous and show affection for one another. For example, toddlers tenderly stroke babies' faces as they warmly greet them after their nap.

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need to do better?

n Children benefit from a variety of opportunities to learn about the community they live in and the wider world. For instance, children take part in 'music and movement time' and attend local toddler groups to meet and play with their peers. The childminder provides a wealth of hands-on experiences for children to learn about the outside world that parents comment favourably about. For example, children visit local farms where they learn about how fruits, vegetables and flowers grow. These experiences contribute to developing children's awe and wonder of the natural world. n The childminder has a good knowledge of what children know and can do. She uses this to plan a varied and challenging curriculum to help develop children's knowledge and skills. Children enjoy learning and are keen to try new activities. For instance, toddlers learn how to use scissors as the childminder teaches them how to cut paper. She successfully encourages children to persist at these new

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need to do better?

activities, so that they gain confidence in their developing physical skills and successfully snip paper. n The childminder supports children to develop good communication and language skills well, overall. She introduces new language and models words clearly for children to hear. However, sometimes, she does not consider how to reshape

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need to do better?

7 January 2020 the questions she asks children, to help them think through and share their own ideas, to build on their confidence in communicating more consistently. n Children behave well. The childminder is a good role model and is kind and courteous when speaking to children. She places a good focus on helping children to learn to be well mannered and considerate of the differing needs of their friends. This helps children to gain skills they need to know to be ready for moving on in their learning. n Partnerships with parents are good. The childminder has established effective ways to share information with parents to support children's care. For instance, she liaises closely with parents about their children's dietary needs. The childminder keeps parents informed of children's key achievements and shares their next steps to help support learning at home. Parents speak very positively about the childminder. They comment on how development of children's social

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need to do better?

skills and experiences of the wider world is a strength of the childminder's practice. n The childminder evaluates her setting to set clear goals to continue to build on her practice. For instance, she has successfully addressed the recommendations made at her last inspection, and she has made changes to her garden to provide opportunities for children who prefer to learn outdoors to access her garden all year round. The childminder undertakes some training to build on her knowledge. However, she does not always focus her professional development on gaining skills and knowledge that will be the most useful in helping her to support the children she has attending to make the best possible progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to keep children safe. She creates a safe environment for children to play, within her home and when taking children on outings. The childminder completes regular safeguarding training to keep her knowledge of child protection up to date. She knows how to identify signs and indicators that a child might be at risk of harm, including from extreme behaviours or ideology. The childminder knows how to report concerns about children to maintain their physical welfare.

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should:

n explore more ways to encourage younger children to communicate their wants, needs and ideas more consistently 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.

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Setting details

Unique reference number EY409455 Local authority Portsmouth Inspection number 10071837 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 5 Total number of places 6 Number of children on roll 4 Date of previous inspection 10 December 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Portsmouth, Hampshire. She operates her service from Monday to Friday, from 6.30am to 6pm, for most of the year.

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Inspection activities

n The inspector observed the quality of teaching during activities, indoors, and assessed the impact this has on children's learning. n Parents provided their views of the childminder's service, in writing, which the inspector took account of. n The childminder discussed her self-evaluation with the inspector and explained how she organises her provision and her aims and rationale for the curriculum. n The inspector spoke to the childminder and children, at convenient times, during the inspection. n The inspector held a number of discussions with the childminder and looked at relevant documentation and evidence of the suitability of persons living in the household.

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Inspection activities

7 January 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.

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Inspection activities

7 January 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.

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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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