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 Outstanding

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The provision is good

The childminder has a good understanding of children's interests, abilities and individual needs. She interacts well with children during play. For instance, during role play, she encourages children's participation as they pretend to cook, pour tea and blow out the candles on the cake. The childminder sings 'Happy Birthday' and helps children to work out how old they are and how old their siblings are, to encourage their awareness of numbers. Children enjoy pretending to do everyday tasks, such as when using the toy toaster to make toast.

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The provision is good

The childminder is nurturing. She encourages young children to sleep according to their needs and checks on them regularly as they sleep. The warm and affectionate childminder comforts young children as they wake, so that they can gradually return to and enjoy their play. The childminder helps children, particularly the youngest, to build on their self-confidence and independence. She encourages children to choose their play activities and her easily accessible resources mean that children can do this effectively. Children demonstrate that they feel safe and emotionally secure with her. The childminder is consistent with the messages she gives to children. They behave very well at all times. The childminder takes children on outings, including to groups where they can meet and socialise with other children of similar ages. This helps to promote their personal and social development well.

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need to do better?

n The childminder is conscientious and very willing to update her skills and knowledge. For example, she has been proactive in attending training to help her enhance the ways younger children develop speech, language and communication. The childminder regularly evaluates her practice, seeking, for example, the views of parents and children attending. Partnerships with others who share the care of children attending are well established. Parents write positively that their children are having 'lovely conversations' and enjoy attending the setting. n The childminder has high expectations for children. She demonstrates very warm interaction skills and, overall, her teaching abilities are strong. She implements the early years foundation stage curriculum well. She is mindful to ensure that she helps children to develop the skills and knowledge that they need to prepare them for their future learning. n The childminder makes regular, focused observations, which she shares with

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need to do better?

parents. She has secure systems for monitoring the quality of children's progress. Her planned next steps for children's learning are purposeful. However, the childminder does not demonstrate the confidence to be more ambitious or accurate in her learning intentions, to help children to be more

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need to do better?

24 January 2020 motivated and engaged in their activities. This is evident, for instance, in the ways she planned for early mark-making experiences during the inspection. Nevertheless, children show curiosity for these activities, which build on their physical development. n Children have a very warm bond with the childminder. They show that they feel safe and secure in her care. Young children demonstrate resilience as they try things out before achieving for themselves. This is evident as the childminder interacts during imaginary role-play activities. She demonstrates how to piece together a toy cake and cut with the toy knife. Children watch, copy and try before mastering for themselves. During the activity, children start to master new words, including names of the toy fruits used during their game. n Children make good progress in their learning. The childminder places a high emphasis on how children learn to communicate. She achieves this through

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need to do better?

purposeful dialogue during play. She listens as children speak and gives instructions in ways that children understand. There are however, limited opportunities for children to hear familiar stories and rhymes to enhance their listening and attention skills further. n The childminder is highly encouraging of children's healthy lifestyles, in particular by introducing them to new tastes, supporting them to feed independently and aiding their growing awareness of effective handwashing routines. Children become confident in new routines with the childminder's care and support, such as when transitioning from the high chair to sitting up at the table.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly reviews her risk assessments, policies and procedures to effectively promote children's health, safety and well-being. She has a good understanding of her role and responsibilities. She has a secure understanding of the signs and symptoms that may indicate possible abuse. The childminder knows the procedures to follow to make a timely referral. She understands the importance of regularly updating her knowledge of all safeguarding matters and legislation. This includes the 'Prevent' duty guidance. The childminder embeds British values well.

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should:

n strengthen planning to ensure that learning intentions help children to be more motivated and engaged in their activities n enhance the ways that children can access familiar stories and rhymes appropriate to their age and stage of development.

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Setting details

Unique reference number EY398844 Local authority Hampshire Inspection number 10108737 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 2 to 12 Total number of places 6 Number of children on roll 6 Date of previous inspection 15 December 2014

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Information about this early years setting

The childminder registered in 2009. She lives in Winchester, Hampshire. The childminder works Monday to Friday, including before and after school, for most weeks of the year.

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Inspection activities

n The inspector observed the childminder interacting with children. n Relevant documentation was sampled during the inspection to ascertain how effectively the childminder meets the requirements of the early years foundation stage. n The inspector spoke with the childminder to find out how she works with parents and others who share the care of children attending. n The inspector spoke with children present and read written feedback from parents. n Discussions were held in relation to how the childminder plans for children's learning and how she monitors their progress.

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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

24 January 2020 24 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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