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

p.1

The provision is good

The childminder creates a warm and welcoming environment where children demonstrate that they feel happy, safe and secure. Children develop strong bonds with the childminder and their friends. This contributes positively to their well- being.

p.2

The provision is good

Babies enjoy sensory experiences. They bang objects on saucepans and explore different sounds. This helps them to develop their hand-to-eye coordination. Older children delight in construction activities and describe what they are building. At times, however, the childminder does not follow children's ideas as they engage in play and misses some opportunities to extend their learning.

p.2

The provision is good

Children have good opportunities to develop key skills, such as independence. The childminder has high expectations of children and encourages them to take responsibility for the environment. For example, children tidy up their toys and learn to manage their own personal care routines.

p.2

The provision is good

Children behave well. They are kind, considerate and take turns with others during their play. Children illustrate this as they willingly share their ride-on cars. They remind their friends to put on their seat belt and support them in clicking it together. Older children show care and concern for new children and include them in their play. The childminder sets good examples and provides clear explanations to support children's understanding of positive behaviour.

p.2

need to do better?

n The childminder has a good understanding of how children develop. She completes regular observations and has an accurate understanding of what children need to learn next. Overall, the childminder helps children to develop and thrive. However, at times she misses opportunities to build on their ideas as they play, to help challenge and extend children's learning and thinking skills even further. n Children enjoy visits to the local church. They delight in den building at National Trust venues, which provides them with rich opportunities to explore the wider world. Children play outdoors each day and love being physically active. They illustrate this as they balance across beams, play football and race their cars in the garden. Children show good listening skills and are curious to sounds around them, such as dogs barking and birds singing. These experiences help children to learn about their local environment.

p.2

need to do better?

n The childminder forms strong relationships with parents. She regularly shares information with them about their children's ongoing development. In addition, the childminder provides information on ways parents can get involved in their

p.2

need to do better?

3 February 2020 children's learning. For example, she encourages them to read with children at home. Parents speak very highly of the care and support they receive from the childminder. They comment that they feel very well informed of their child's progress and are very complimentary of the activities and experiences she provides for their children. n The childminder regularly reflects on ways to improve her provision. For example, she continues to enhance the outdoor learning environment, which provides consistent and rich learning experiences for children. The childminder is proactive in building on her professional development and keeps up to date with new legislation and guidance. For example, she completes training and refreshes her knowledge in a variety of ways to improve her skills and promote good outcomes for children. n The childminder understands the importance of promoting healthy eating.

p.2

need to do better?

Children carefully cut up their fruit and learn how to use knives safely. The childminder uses these opportunities to engage them in conversation about healthy food choices. n The childminder helps children to develop a sense of identity. For example, children use mirrors to observe the similarities and differences between themselves. They learn to think of their emotions and talk about how they are feeling. The childminder supports children's developing language skills well. She introduces new words, uses repetition and acts as good role model for communication. Children are aware of the behavioural expectations in the setting. The childminder reinforces these positively, for example verbally and by using sticker books.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to protect children and has clear procedures in place if she has any concerns. She has completed training on wider safeguarding areas, such as how children could be at risk of harm from others with extreme views or from enforced medical procedures. The childminder is organised and actively implements her wide range of policies and procedures, which she shares with parents. She carries out daily checks and thorough risk assessments of her premises to help promote children's safety.

p.3

should:

n use all opportunities to build on children's ideas and thinking skills, in order to extend their learning to the highest possible level.

p.3

Setting details

Unique reference number EY376999 Local authority Hampshire Inspection number 10136530 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 10 Total number of places 10 Number of children on roll 6 Date of previous inspection 23 September 2015

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Bramley, near Tadley, Hampshire. She operates her service on Monday to Friday, all year, and provides occasional overnight care. She provides funded early education for three- and four-year old children.

p.4

Inspection activities

n The inspector spoke to children and read written statements from parents to gain their views of the childminder's provision. n Discussions were held with the childminder relating to safeguarding and the self- evaluation process. n Relevant documentation was reviewed by the inspector, such as 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.

p.4

Inspection activities

3 February 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

3 February 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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