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

Children are happy and settled. They feel safe and form secure attachments with the childminder. Children explore the setting with confidence and curiosity. They enjoy selecting their own toys and engage in meaningful play with the childminder. The childminder creates a warm and welcoming environment where the children feel at home.

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The provision is good

Children receive good emotional support from the childminder. She is highly responsive to their individual needs. For instance, when younger children become upset, the childminder provides comfort, reassurance and guidance. Children quickly regulate their behaviour because of her attentiveness and nurturing qualities. The childminder has high expectations for what the children can achieve. She ensures she gathers detailed information about the children and their home lives to target her support for them.

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The provision is good

Children have good behaviour. They are familiar with the routines and expectations of the childminder. For instance, young children happily tidy away resources and demonstrate a willingness to help. Children smile in response to the childminder's praise and encouragement. They thrive from her positivity and are curious to learn and try out activities. For example, they explore natural resources and build towers, knocking them over and starting again.

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need to do better?

n The childminder is knowledgable about children's development and learning. She implements a successful and enriching curriculum that supports the children's individual needs. As a result, children are making positive progress. The childminder makes precise and accurate judgements about children's developments and carefully plans activities to support their next steps in learning. n Children have lots of opportunities to explore books independently as they are made accessible in their play area. The childminder understands the importance of books and ensures that she takes the children to the local library for a story group. She also encourages them to select and choose books to borrow. This supports children's love of books and stories. n The childminder quickly notices any gaps in children's learning. She targets individual support to ensure they make good progress. She shares this information with parents and other professionals to provide consistency for the

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need to do better?

child. She also completes training to enhance this support. For example, she attended speech and language training to help children with speech delay. n The childminder provides children with a wide range of experiences and opportunities to support their future learning. For example, she takes the

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need to do better?

28 January 2020 children on various outings to local woodlands for adventure walks and den building. She plans trips to museums and the dockyard stations to explore new concepts and build a love for learning. The childminder also organises trips to local play groups where children can socialise with new people and develop their personal skills. n Children have good focus and engagement during activities. They enjoy playing with the childminder and she skilfully includes mathematics and literacy into their play. However, she does not always set challenges to develop the children's critical thinking skills, to enhance their progress even more. n The childminder does not use routines and mealtimes to teach children about new concepts and ideas. For example, during snack time, she does not continue conversation about the fruits they eat or make links to other learning opportunities, such as where fruits grow.

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need to do better?

n The childminder encourages children to lead a healthy lifestyle. She supports parents to provide nutritious foods and offers a variety of healthy snacks. Children are physically active. They have access to outdoor play daily, both at the childminder's home and on outings to local parks and woodlands. They also visit soft-play centres to support their physical skills. n Self-evaluation and reflection are important to the childminder. She regularly accesses training to enhance her knowledge and understanding, which she uses to develop her setting. The childminder regularly obtains the views of parents. She reviews their comments and thoughts to ensure she provides the best service possible. Parents praise the childminder's communication skills, her friendly nature and her caring attitude.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has clear knowledge about how to keep children safe. She confidently assesses any potential risks and follows her robust polices and procedures to ensure children's safety. She confidently identifies the signs and symptoms that may indicate a child is at risk of harm. She is fully aware of her roles and responsibilities to safeguard children and knows who to contact if she has concerns about a child's safety and welfare. The childminder places great importance on keeping her knowledge up to date and completes regular safeguarding training. She also has good understanding of wider safeguarding concerns.

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should:

n set challenges for children during activities to enhance their learning and development even more

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should:

28 January 2020 n recognise opportunities to enhance children's understanding and learning even further, in particular during mealtimes.

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Setting details

Unique reference number 111190 Local authority Hampshire Inspection number 10063304 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 6 Total number of places 6 Number of children on roll 3 Date of previous inspection 22 February 2016

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Information about this early years setting

The childminder registered in 1997 and lives in Gosport, Hampshire. She holds an appropriate level 3 qualification. She currently offers care on Monday to Thursday from 8am to 4pm, and on Friday from 8am to 12.30pm, all year round.

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Inspection activities

n The inspector and the childminder conducted a learning walk to understand how the early years provision and the curriculum are organised. n The childminder and inspector carried out a joint observation together. n The inspector sampled some of the childminder's policies, procedures and paperwork. n The inspector held discussions with the childminder and children at appropriate times throughout the inspection. n A meeting was held between the inspector and childminder.

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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

28 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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